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Division. 


Section 


Digitized  by  the  Internet  Archive 
in  2019  with  funding  from 
Princeton  Theological  Seminary  Library 


https://archive.org/details/quakereducationiOOwood_O 


STUDIES  IN  THE  HISTORY  OF  EDUCATION 


By  Thomas  Woody,  Ph.  D. 

University  of  Pennsylvania 

Early  Quaker  Education  in  Pennsylvania.  Published  by  Teachers  College, 
Columbia  University.  287  pages.  Price  $3.00. 

Fiirstenschulen  in  Germany  after  the  Reformation.  George  Banta,  Publisher, 
Menasha,  Wisconsin.  46  pages.  Price  $1.00. 

Quaker  Education  in  the  Colony  and  State  of  New  Jersey.  Fully  illustrated. 
Published  by  the  Author,  University  of  Pennsylvania,  Philadelphia, 
Pa.  408  pages.  Price  $4.50. 


EARLY  QUAKER  MEETINGS  IN  NEW  JERSEY 


A  4-CCi 


QUAKER  EDUCATION 


IN  THE 

COLONY  AND  STATE  OF  NEW  JERSEY 


9  Source  ^Boofe 


THOMAS  WOODY 

ASSISTANT  PROFESSOR,  HISTORY  OF  EDUCATION 
UNIVERSITY  OF  PENNSYLVANIA 


Published  by  the  Author 

Uttttiersrttp  of  $emts#ttmtua 

PHILADELPHIA 


Copyright,  1923,  by  Thomas  Woody 


PRESS  OF  W.  F.  HUMPHREY 
GENEVA.  N.  Y. 


TO 

PROFESSOR  PAUL  MONROE 


WHO  FIRST  STIMULATED  MY  INTEREST 
IN  THE  HISTORY  OF  EDUCATION 
THIS  BOOK 

IS  GRATEFULLY  DEDICATED 


“  Neither  must  we  cast  a  slight  upon  education ,  which  is  the 
first  and  fairest  thing  that  the  best  of  men  ever  have ,  and  which ,  though 
■  liable  to  take  wrong  direction ,  is  capable  of  reformation.  And  this 
work  of  reformation  is  the  great  business  of  every  man  while  he 
Jives.”— PL  A  TO. 


QUAKER  EDUCATION  IN  THE  COLONY  AND 
.STATE  OF  NEW  JERSEY 


CONTENTS 


List  of  Illustrations .  ix 

Preface .  xi 

I  Introduction .  i 

II  Quaker  Educational  Policy .  8 

III  Schools  of  Shrewsbury  Quarter .  38 

IV  Schools  of  Burlington  Quarter .  55 

V  Schools  of  Salem  Quarter .  118 

VI  Schools  of  Haddonfield  Quarter .  163 

VII  Care  and  Education  of  the  Poor .  232 

VIII  Apprenticeship  Education .  256 

IX  Education  of  “Inferior  Races” .  266 

X  School  Control  and  Organization .  288 

XI  Curriculum  and  Textbooks .  315 

XII  School  Support .  340 

XIII  Transition  to  State  Schools .  358 

XIV  In  Conclusion .  371 

Bibliography .  378 

Index .  393 


LIST  OF  ILLUSTRATIONS 


Important  Quaker  Meetings  in  New  Jersey . Frontispiece 

Graphic  comparison  of  the  number  of  children  members  with  the 

number  attending  Quaker  schools .  30 

Graphic  representation  of  facts  relating  to  education  in  the  Yearly  Meet¬ 
ing  of  Hicksite  Friends .  36 

Shrewsbury  Quarterly  Meeting .  39 

Advertisement  of  Friends  Select  School,  Rahway,  1877 .  49 

Old  School  house  at  Quakertown,  now  remodelled  and  used  as  a  residence  52 

Meetings  in  Burlington  Quarter .  56 

Agreement  between  Burlington  Meeting  and  Thomas  Powell .  58 

Friends’  School  at  Burlington .  61 

Mansfield  School  Account  Book .  62 

Master’s  dwelling  at  Rancocas .  69 

Friends’  School  at  Rancocas .  74 

Friends’  School  at  Old  Springfield .  76 

Master’s  dwelling  at  Old  Springfield .  77 

Chesterfield  Friends’  School .  81 

Financial  report  of  the  school  at  Crosswicks .  83 

Rules  of  the  school  at  East  Branch .  87 

Plan  for  raising  school  fund  at  Mt.  Holly .  95 

Rules  for  the  school  at  Upper  Springfield .  100 

School  house  at  Upper  Springfield .  101 

Facsimile  of  the  account  of  Tucker  Earl .  io5 

Graph  showing  rise  and  decline  of  schools  in  Burlington  Quarter .  1 1 7 

Meetings  of  Salem  Quarter .  119 

Friends’  School  at  Salem . 127 

Plan  for  raising  School  Fund  at  Woodbury .  138 

Rules  to  govern  trustees  of  Woodbury  school  fund .  139 

Woodbury  Friends’  School .  141 

Facsimile  of  a  page  from  the  Woodbury  school  accounts .  142 

Hicksite  Friends’  School  at  Woodbury,  New  Jersey .  143 

Facsimile  of  the  Rules  to  govern  trustees  and  teacher  at  Woodbury..  .  145 

Facsimile  of  rules  to  govern  scholars  at  Woodbury  Female  School .  146 

Bacon  Academy . 153 

An  announcement  of  Bacon  Academy .  154 

Boarding  House  at  Eldridge’s  Hill  School .  158 

Eldridge’s  Hill  Boarding  School .  159 

Meetings  of  Haddonfield  Quarter .  164 

Friends’  School  at  Haddonfield .  165 

Day’s  ‘Art  of  Spelling  Facilitated” .  170 


IX 


X 


Quaker  Education  in  New  Jersey 


The  method  of  instruction  illustrated  in  the  “Art  of  Spelling  Facili¬ 
tated,”  by  S.  M.  Day .  171 

Title  page  from  the  “Lessons  in  Reading”  by  S.  M.  Day .  173 

House  formerly  occupied  by  Friends’  School,  Camden .  178 

Friends’  School  at  Camden .  179 

Master’s  dwelling  at  Evesham  Meeting .  184 

Articles  of  agreement  for  trustees,  teachers,  and  employers  at  Evesham  186 

Quaker  School  at  the  Easton  Meeting .  195 

Debit  side  of  the  Easton  School  accounts .  196 

Credit  side  of  the  Easton  School  accounts.  .  .  . .  197 

Pine  Grove  School .  209 

Crop  well  School .  210 

Medford  Friends’  School .  213 

The  Chester  “Brick  School” .  215 

Westfield  Friends’  School .  216 

Elementary  School,  Moorestown .  220 

High  School,  Moorestown . • .  221 

The  Schools  of  Haddonfield  Quarterly  Meeting .  231 

Constitution  of  Woodbury  First  Day  Free  School  Society,  and  the  rules 

to  be  observed  in  the  School .  252 

Rules  to  govern  the  order  of  teaching  at  Woodbury  First  Day  School .  254 

Plan  of  the  Meeting  Organization .  289 

Title  page  of  Barclay’s  ‘Catechism” .  318 

“Introduction  to  the  English  Reader” .  320 

“Contents”  from  Murray’s  “English  Reader”  (1808) .  322 

A  page  from  Murray’s  “English  Exercises”  (1813) .  325 

“Contents”  of  Hart’s  “Class  Book  of  Prose” .  326 

A  page  from  the  “Contents”  of  Murray’s  “English  Grammar” .  329 

A  page  from  the  “Index”  to  “The  Select  Reader  No.  Ill” .  330 

Title  page  of  the  “Sequel  to  the  English  Reader”  (1831) .  332 

Thomas  Evans’  “Examples  of  Youthful  Piety”  (1830) .  333 

Title  page  of  the  “Apology”  of  Barclay .  334 

Catalogue  of  Books  belonging  to  Woodbury  Preparative  Meeting  in  1802  335 

Upper  Greenwich  Friends’  School,  now  occupied  by  District  School.  .  370 


PREFACE 


In  the  following  pages  there  is  presented  as  full  an  account  of  the 
Quaker  schools  in  New  Jersey  as  the  limitation  of  sources  and 
space  will  permit.  In  many  cases  almost  the  sole  source  of  in¬ 
formation  about  the  schools  has  been  the  meeting  records.  While 
the  limitations  of  these  sources  are  recognized,  they  are,  perhaps, 
the  most  trustworthy  of  any  now  extant;  and  in  many  instances 
there  are  none  other.  They  are  accordingly  used  freely.  Since 
the  minutes  of  meetings  and  the  records  of  old  school  committees 
are,  for  the  most  part,  very  difficult  of  access  for  students  of 
education,  it  has  seemed  wise  to  incorporate  liberal  selections  from 
the  sources  in  the  text. 

Since,  in  the  preparation  of  this  volume  the  writer  has  read 
thousands  of  pages  of  manuscript  records,  some  of  which  were 
poorly  written  and  others  badly  preserved,  he  recognizes  the 
inevitable  fact  that  some  points  have  possibly  been  overlooked 
and  inaccuracies  have  crept  in.  As  the  presentation  of  a  truthful 
statement  only  is- aimed  at,  he  solicits  criticism  of  a  constructive 
nature  and  correction  where  errors  in  fact  may  occur.  In  certain 
cases,  interest  would  have  dictated  that  a  detailed  study  be  made 
of  schools  but  such  was  not  practicable  within  the  limits  of  this 
book.  It  is  to  be  hoped  that  local  historians,  thoroughly  familiar 
with  the  ground,  having  access  to  the  records,  and,  being  possessed 
of  a  more  bountiful  supply  of  intimate  knowledge,  may  be  able  to 
make  such  detailed  studies.  The  policy  of  giving  full  footnote 
references  has  been  pursued  in  order  to  facilitate  such  further 
research ;  and  that  material  now  located  may  be  consulted  readily 
without  duplication  of  my  efforts.  The  voluminous  character  of 
many  of  the  Mss.,  and  the  fact  that  none  are  indexed,  save  occasion¬ 
ally  for  genealogical  purposes,  make  this  extremely  desirable. 

Though  certain  phases  of  educational  development,  particularly 
the  growth  of  district  schools  out  of  certain  Friends’  institutions 
and  the  tendency  towards  centralization,  have  been  traced  to  the 
present,  the  writer  disclaims  any  intention  of  giving  a  view  of 
Quaker  schools  of  the  present  day.  The  purpose  has  been  his¬ 
torical  throughout.  No  survey  of  the  present  is  attempted. 


XI 


Quaker  Education  in  New  Jersey 


Xll 


I  am  indebted  to  many  librarians  and  custodians  of  records, 
both  in  this  city  and  in  various  places  in  New  Jersey.  Where 
possible  their  services  have  been  acknowledged  on  the  proper 
pages  of  this  book.  To  others,  whom  I  have  troubled  on  many 
occasions,  it  is  a  pleasure  to  acknowledge  my  indebtedness: 
Miss  Linda  Moore,  of  the  Friends’  Central  Library,  Mr.  George 
Vaux,  Custodian  of  Records,  Mr.  William  Cowperthwaite  at  the 
Friends’  Book  Store,  and  Mr.  Charles  Bradford,  now  deceased,  who 
prepared  the  photographs.  To  my  colleagues,  Dean  John  H.  Min- 
nick  and  Dr.  E  .  D.  Grizzell,  I  wish  to  express  my  appreciation  of 
encouragement  and  assistance.  Likewise  I  wish  to  acknowledge  a 
great  obligation  to  Wilhelmine  Lawton  Woody,  whose  assistance 
in  the  preparation  and  revision  of  the  text  has  been  invaluable. 

Philadelphia,  THOMAS  WOODY 

September  29,  1922 


QUAKER  EDUCATION  IN  THE  COLONY  AND 

STATE  OF  NEW  JERSEY 

CHAPTER  I 
INTRODUCTION 

New  Jersey  was  settled  during  the  last  quarter  of  the  seven¬ 
teenth  century.  In  contrast  with  other  colonies,  and  notably 
Massachusetts,  she  lacked  homogeneity  of  nationality  and  re¬ 
ligion.  In  this  she  was  closely  akin  to  Pennsylvania.  Among 
her  peoples  were  the  Dutch,  Scotch,  English  and  Swedes.  As  for 
churches,  there  were  the  Dutch  Reformed,  Scotch  Covenanter, 
Quaker,  Anglican,  Baptist,  Swedish  and  Moravian.  This  great 
diversity  of  population  and  religion  made  it  inevitable  that  her 
education  should  be  equally  so. 

However,  the  colony  was  not  so  badly  divided  as  might  seem. 
But  two  divisions  were  recognized:  East  and  West  Jersey.  To 
settle  disputes  between  Carteret  and  the  trustees  of  Byllynge  a 
line  was  run  from  Little  Egg  Harbor  to  the  Delaware  River  at 
about  41  °  north  latitude,  which  divided  the  two.  To  the  east  and 
north  of  this  line  the  territory  was  retained  by  Carteret;  on  the 
west  and  south  it  belonged  to  the  Quaker  proprietors.  This 
division  was  made  in  1676.  Six  years  later,  Penn  and  eleven 
Quaker  associates  purchased  East  Jersey  for  the  sum  of  £3,400. 
To  these  twelve  were  added  other  twelve  “partners,”  mostly 
Scotch,  who  for  a  few  years  constituted  the  twenty -four  proprietors 
of  East  Jersey.  In  1702  the  Proprietors  withdrew  from  the 
government  of  the  colony,  retaining  only  property  in  the  soil  and 
their  quitrents,  and  the  two  provinces  were  united  under  Lord 
Combury  as  Governor.  New  Jersey  remained  a  royal  province 
until  1776. 

Little  was  accomplished  for  education  in  the  Colonial  period 
save  .through  individuals  and  individual  congregations.1  The 

^he  statement  made  by  an  historian  of  New  Jersey  that  “From  the  first 
New  Jersey  was  in  advance  of  every  American  state  in  education”  is  not  sub¬ 
stantiated  by  fact. 


2 


Quaker  Education  in  New  Jersey 


Concessions  and  Agreements  of  the  Proprietors,  Freeholders,  and 
Inhabitants  of  West  New  Jersey  in  America,  adopted  in  1676-7, 
was  very  liberal  in  character,  granting  entire  freedom  of  con¬ 
science,  universal  suffrage,  voting  by  ballot,  no  imprisonment  for 
debt,  education  of  orphans  at  public  expense,  freedom  of  all  from 
the  oppression  of  slavery,  protection  of  the  Indians  in  their  rights, 
government  by  ten  commissioners,  and  an  elected  and  paid 
assembly  of  one  hundred  members.2  The  colony,  however,  was 
never  really  governed  under  this  system,  excepting  as  the  laws 
passed  by  the  assembly,  called  by  Governor  Jennings,  were  in 
general  accord  with  it.  The  section  of  the  Concessions  and 
Agreements,  relating  to  education  of  orphans,  ran  as  follows: 

If  parents  die  leaving  child  or  children,  and  no  estate,  or  not  sufficient  to 
maintain  and  bring  up  the  said  child  or  children,  in  that  case  the  commissioners 
are  to  appoint  persons  to  take  care  for  the  child  or  children,  to  bring  them  up 
in  such  manner  as  the  commissioners  shall  appoint,  and  the  charges  thereof  to 
be  borne  by  the  public  stock  of  the  province;  and  if  none  be  established,  then  a 
tax  to  be  levied  by  twelve  men  of  the  neighborhood,  with  the  consent  of  the 
commissioners  or  the  main  part  of  them.3 

Specific  educational  legislation  was  passed  by  the  Quaker 
assembly  of  West  New  Jersey  in  1682,  when  the  Island  of 
Matinicunk  was  granted  to  Burlington  for  the  use  of  “educational 
purposes’'  forever: 

And  for  the  encouraging  Learning,  for  the  better  education  of  youth;  be  it 
hereby  enacted  and  agreed  by  the  authority  aforesaid  that  the  Island  called 
Matinicunk  Island,  late  in  the  possession  of  Robert  Stacy,  with  all  and  every 
the  appurtenances,  is  hereby  given,  and  shall  be  from  henceforth  forever 
hereafter,  be  and  remain  to  and  for  the  use  of  the  Town  of  Burlington  and  to 
others  concerned  therein,  within  the  first  and  second  tenths,  the  rents,  issues, 
and  profits  thereout  and  therefrom  yearly  arising,  to  be  (by  the  overseers 
appointed  or  to  be  appointed  in  Burlington)  employed  for  the  maintaining  of  a 
school  for  the  education  of  youth  within  the  said  town  and  in  the  first  and 
second  tenths.4 

In  East  New  Jersey,  during  the  rule  of  the  twenty -four  pro¬ 
prietors,  a  law  was  passed  (1693)  which  showed  the  influence  of 
the  New  England  elements  in  the  population;  responsibility  for 
creating  schools  was  placed  on  the  inhabitants  of  the  town. 

Whereas  the  cultivation  of  learning  and  good  manners  tends  greatly  to  the 

2N.  J.  Archives,  First  Series,  I,  24iff. 

3 Ibid.,  262. 

4 Learning  and  Spicer:  Orig.  Constitutio?is  of  N.  455. 


Introduction 


3 


good  and  benefit  of  mankind,  which  hath  hitherto  been  much  neglected  within 
this  province.  Be  it  therefore  enacted  by  the  Governor,  Council,  and  the 
Deputies  in  General  Assembly  now  met  and  assembled  and  by  the  authority 
of  the  same  that  the  inhabitants  of  any  town  within  this  province  shall 
and  may  by  warrant  from  a  Justice  of  the  Peace  of  that  County  when  they 
think  fit  and  convenient,  meet  together  and  make  choice  of  three  more  men 
of  the  said  town  to  make  a  rate  for  the  salary  and  maintaining  of  a  school¬ 
master  within  the  said  town,  for  so  long  a  time  as  they  think  fit:  and  the 
consent  and  agreement  of  the  major  part  of  the  inhabitants  of  the  said  town 
shall  bind  and  oblige  the  remaining  part  of  the  inhabitants  of  the  said  town, 
to  satisfy  and  pay  their  shares  and  proportion  of  the  said  rate;  and  in  case  of 
refusal  or  non-payment,  distress  to  be  made  upon  the  goods  and  chattels  of 
such  person  or  persons  so  refusing  or  not  paying,  by  the  constable  of  the  said 
town  by  virtue  of  a  warrant  from  a  Justice  of  the  Peace  of  that  County; 
and  the  distress  so  taken  to  be  sold  at  a  public  vendue  and  the  overplus 
if  any  be  after  payment  of  the  said  rate  and  charges  to  be  returned  to  the 
owner.5 

How  fully  the  right,  authorized  by  law,  was  made  use  of  is  not 
known  but,  presumably,  not  to  any  great  extent  as  a  new  act  was 
passed  in  1695.  The  Act  of  1695  stated  that: 

Whereas  there  was  an  act  made  Anno  Domini  1693,  for  the  establishing  of 
schools  in  each  respective  town  of  this  Province,  by  experience  it  is  found  in¬ 
convenient,  by  reason  of  the  distance  of  the  neighborhood,  the  said  act  direct¬ 
ing  no  suitable  way  whereby  all  the  inhabitants  may  have  the  benefit  thereof. 
Be  it  therefore  enacted  by  the  Governor,  Council  and  Representatives  in 
General  Assembly  now  met  and  assembled,  and  by  the  authority  of  the  same 
that  three  men  be  chosen  yearly  and  every  year  in  each  respective  town  in  this 
Province  to  appoint  and  agree  with  a  schoolmaster,  and  the  three  men  so 
chosen  shall  have  power  to  nominate  and  appoint  the  most  convenient  place  or 
places  where  the  school  shall  be  kept  from  time  to  time,  that  as  near  as  may  be 
the  whole  inhabitants  may  have  the  benefit  thereof.6 

During  the  period  of  the  royal  governors,  1702  to  1776,  edu¬ 
cational  legislation  was  at  the  lowest  ebb.  The  very  illiberal 
attitude  of  the  English  government  was  indicated  in  the  instruc¬ 
tions  given  to  Lord  Combury  restricting  the  freedom  of  the  press : 

Forasmuch  as  great  inconvenience  may  arise  by  the  liberty  of  printing  in  our 
said  Province  you  (the  governors)  are  to  provide  by  all  necessary  orders  that 
no  person  keep  any  press  for  printing,  nor  that  any  book,  pamphlet,  or  other 
matters  whatsoever  be  printed  without  your  especial  leave  and  license  first 
obtained,7 


57 bid.,  328. 

6 Ibid.,  358. 

7N.  J.  Archives,  First  Series,  II,  534. 


4 


Quaker  Education  in  New  Jersey 


Though  encouragement  was  given  to  projects  of  higher  edu¬ 
cation,  the  most  prominent  being  the  establishment  of  the  College 
of  New  Jersey  (1746)  and  Queen’s  College  (Rutgers)  in  1766, 
there  was  no  effort  to  provide  general  elementary  education,  and 
such  as  was  afforded  depended  upon  individual  initiative.  Due  to 
the  fact  that  colleges  of  that  day  existed  primarily  to  train  minis¬ 
ters,  and  the  Quakers  did  not  recognize  collegiate  training  as  the 
first  requisite  for  ministers,  they  did  not  favor  the  project.  Gov¬ 
ernor  Belcher,  according  to  his  letters,  regarded  their  influence  at 
least,  as  detrimental.  In  1748  he  wrote: 

But  as  I  find  upon  the  best  enquiry  hardly  60,000  souls  in  the  whole  province 
of  New  Jersey,  and  most  of  them  people  that  live  by  their  day  labor,  I  am  at 
present  much  discouraged  about  a  college,  not  seeing  where  money  will  be 
found  to  build  the  house  and  to  support  the  necessary  officers;  for  the  As¬ 
sembly  (many  of  them  Quakers)  will  do  nothing  towards  it,  so  that,  if  carried 
into  execution,  it  must  be  by  subscriptions.  .  .8 

Likewise,  in  1750,  Belcher  wrote: 

When  I  consider  the  poverty  of  this  little  Province  where  are  very  few 
people  of  fortunes,  and  great  number  of  Quakers  among  us,  who  you  know  are 
enemies  to  what  they  call  human  learning  and  to  orthodoxy,  and  this  sect  has 
so  much  influence  in  the  legislature  that  I  almost  despair  of  any  help  there 
towards  the  building  and  support  of  our  college.  .  .9 

8  Ibid.,  VII,  146.  In  view  of  this  sentiment  it  is  interesting  to  recall  that 
six  weeks  earlier  the  Governor  had  written  James  Logan,  a  Philadelphia 
Friend,  and  in  flattering  terms,  requested  the  privilege  of  using  his  name  to 
head  the  list  of  trustees  for  the  college.  Ibid.,  124. 

9 Ibid.,  579-80;  along  with  this  statement  it  would  only  be  just  to  mention 
Barclay’s  Apology,  quoted  on  page  15  Chapter  II;  the  actual  treatment  of  the 
petitions  relating  to  the  college  was  as  follows:  Feb.  24,  1748-9,  a  petition 
was  presented  by  a  committee  of  the  trustees  of  the  College  of  New  Jersey,  re¬ 
newing  their  application  for  assistance  and  encouragment  of  the  legislature  to 
the  said  undertaking.  Petition  was  read  and  ordered  to  be  read  the  second 
time.  Mar.  1,  1748-9,  the  petition  asking  aid  was  read  a  second  time  and  a 
vote  taken;  it  being  even,  the  speaker  voted  for  reconsideration  and  it  was  so 
ordered.  Oct.  4,  1749,  a  petition  was  made  by  trustees  for  assistance,  es¬ 
pecially  that  a  public  lottery  be  allowed  to  raise  £3,000  Proc.  for  said  College. 
It  was  ordered  to  have  second  reading.  Oct.  10,  1749,  the  petition  for  a 
lottery  was  refused  by  vote  of  17  to  4.  Aside  from  any  prejudice  certain 
members  had  towards  a  college  there  must  also  be  recalled  the  general  atittude 
of  bitterness  between  the  governors  and  the  representatives.  Governor 
Morris  had  been  ‘at  outs’  with  them.  The  first  charter  was  given  without 
their  consent.  Belcher’s  relations,  to  judge  by  his  addresses  and  their  replies 
were  far  from  cordial. — Consult  Votes  of  Assembly,  1748,  and  for  several 
years  following.  Failure  to  support  the  government,  and  disloyalty  to  the 
king’s  government  were  stated  explicitly  or  implied  in  his  addresses.  Such 
unpleasant  relations  were  not  conducive  to  a  willing  support  of  any  extra- 
governmental  activities. 


Introduction 


5 


New  instructions  were  given  to  the  governor  who  succeeded 
Belcher  after  1757.  These  were  intended  to  restrict  education 
still  further.  Section  65  provided,  in  part,  that, 

.  .  .no  schoolmaster  be  henceforth  permitted  to  come  from  England  and  to 
keep  school  in  the  said  Province  without  the  license  of  the  said  Bishop  of 
London,  and  that  no  other  person  now  there,  or  that  shall  come  from  other 
parts,  shall  be  admitted  to  keep  school  in  that  our  said  Province  of  New  Jersey 
without  your  license  first  obtained.  .  . 

Section  67  provided: 

.  .  .It  is  our  further  will  and  pleasure  that  you  recommend  the  assembly  to 
enter  upon  proper  methods  for  the  erecting  and  maintaining  of  schools  in  order 
to  the  training  up  of  youth  to  reading  and  to  a  necessary  knowledge  of  the 
principles  of  religion.10 

The  advice  of  section  65  was  reflected  in  a  proclamation  of  the 
Governor  in  1760,  reported  as  follows: 

New  York,  November  5.  On  the  21st  Instant,  his  Excellency  Thomas 
Boone,  Esq.,  Governor  of  New  Jersey,  issued  a  proclamation  setting  forth, 
that  whereas  the  education  of  youth  is  a  matter  of  great  consequence,  and 
ought  not  to  be  entrusted  but  to  persons  of  good  character,  and  loyal  principles, 
and  professed  Protestants;  therefore  he  required  all  magistrates  to  inform 
themselves  sufficiently  of  the  character  of  the  schoolmasters  in  that  Province; 
to  administer  the  oaths  to  them  and  give  them,  under  the  hands  of  two  a 
certificate  of  approbation,  by  which  they  may  obtain  a  license;  and  forbidding 
all  persons  after  the  31st  of  December,  to  execute  the  office  of  schoolmaster, 
without  such  license  first  obtained.11 

By  way  of  entering  “upon  proper  methods  for  the  erecting  and 
maintaining  of  schools.  .  the  assembly,,  in  1761  and  1762 
authorized  lotteries  and,  during  the  governorship  of  William 
Franklin,  incorporated  the  Trustees  of  the  Free  Schools  of  Wood- 
bridge  (1769). 

On  becoming  independent,  New  Jersey  adopted  her  funda¬ 
mental  constitution  in  1776,  in  which  no  mention  of  education 
was  made.  Not  until  1816,  when  the  state  school  fund  was 
begun,  was  there  any  movement  to  provide  in  a  public  way  for 
state  education.12 

Thus,  education  being  much  neglected  by  legislators,  and  the 
government  subject  to  frequent  changes  from  the  very  outset,  the 

10 Ibid.,  IX,  68-69;  quoted  also  in  Clews:  Educational  Legislation,  335. 

11 N.  Y.  Mercury,  Nov.  3,  1760. 

12A  phase  of  19th  century  educational  legislation  to  provide  a  state  system 
is  mentioned  briefly  in  Chapter  XIII  on  the  Transition  to  State  Schools. 


6 


Quaker  Education  in  New  Jersey 


individual  communities  decided  school  questions  very  much 
according  to  their  own  desires.  The  Dutch  were  early  cautioned 
to  endeavor  to  find  out  ways  and  means  whereby  they  might 
support  a  minister  and  schoolmaster  and  “for  the  first  to  procure  a 
comforter  of  the  sick  there.”  A  school  was  established  at  Bergen 
in  1 66 1  or  1662, 13  and  in  1672  the  inhabitants  were  required  to 
pay  their  “share  towards  the  support  of  the  precentor  and  school¬ 
master.”  The  latter,  however,  was  “obstinately  refused.”14 
English  influence  developed  after  1664. 

The  idea  of  town  control,  aside  from  the  legislation  of  1693, 
mentioned  above,  was  exemplified  in  the  case  of  Newark,  es¬ 
tablished  in  1666  by  settlers  coming  largely  from  Connecticut. 
In  1676  their  town  records  show  that  the  “Towns  Men”  were 
given  liberty  to  find  a  “competent  number  of  scholars  and  ac¬ 
commodations  for  a  schoolmaster,  within  this  town.”15  Another 
entry  stated: 

.  .  .the  Town  hath  consented  that  the  Town’s  Men  'should  perfect  the 
bargain  with  the  schoolmaster  for  this  year,  upon  condition  that  he  will  come 
for  this  year,  and  do  his  faithful,  honest  and  true  endeavor,  to  teach  the  children 
or  servants  of  those  as  have  subscribed,  the  reading  and  writing  of  English, 
and  also  arithmetic  if  they  desire  it ;  as  much  as  they  are  capable  to  learn  and 
be  capable  to  teach  them,  within  the  compass  of  this  year — nowise  hindering 
but  that  he  may  make  what  bargain  he  please  with  those  as  have  not  sub¬ 
scripted.  It  is  voted,  that  the  Town’s  Men  have  liberty  to  compleat  the 
bargain  with  the  schoolmaster,  they  knowing  the  Town’s  mind.16 

The  settlements  in  West  New  Jersey  were  far  more  homogeneous 
than  those  in  the  Eastern  division.  They  were,  for  the  most 
part,  English  middle  class  artisans,  farmers  and  tradesmen;  and, 
in  religion  possessed  a  degree  of  unity  unknown  to  East  Jersey 
Those  who  came  later  were  not  in  agreement  with  the  Quakers 
and,  before  the  first  of  the  royal  governors,  greatly  outnumbered 
them.  A  report  of  1699,  presented  to  the  Board  in  England  by 
Mr.  Dockwra,  computed  the  freeholders  of  West  New  Jersey  at 
832,  of  which  only  266  were  Quakers.17  In  addition  to  these  there 
were  Quakers  in  the  vicinity  of  Shrewsbury  in  East  Jersey.  The 

13Kilpatrick :  Dutch  Schools  of  New  Netherlands  140;  Bergen,  at  this  time, 
was  a  part  of  New  Netherland  rather  than  N.  J. 

14 Ibid.,  206. 

15Records  of  Newark,  65. 
uIbid.,  67. 

17N.  J.  Archives,  First  Series,  II,  303. 


Introduction 


7 


266  Quakers,  just  mentioned,  were  situated  in  Burlington,  Salem 
Gloucester,  and  Cape  May  counties.  Throughout  all  New 
Jersey  there  were  established  Quarterly  meetings  at  Salem 
Burlington,  Shrewsbury,  and  Haddonfield;  and  a  yearly  meeting 
was  held  at  Burlington  and  Philadelphia.  It  is  with  the  edu¬ 
cational  activities  in  these  centers  that  the  following  pages  deal. 

In  the  words  of  Bancroft,  “The  rise  of  the  people  called  Quakers 
marks  the  moment  when  intellectual  freedom  was  claimed  un¬ 
conditionally  by  all  peoples  as  an  inalienable  birthright.”  To 
what  extent  did  the  Quaker  settlements  of  New  Jersey  claim 
their  share  of  the  “inalienable  birthright”  to  intellectual  freedom? 
This  question  is  answered  in  succeeding  pages  so  far  as  it  is 
possible  to  judge  from  the  manuscript  records  that  have  been 
preserved. 


CHAPTER  II 


QUAKER  EDUCATIONAL  POLICY 
Philosophy  of  Influential  Leaders 

From  an  examination  of  the  works  of  numerous  leaders  in  the 
Society  it  is  possible  to  arrive  at  a  general  statement  of  their 
philosophy  of  education.  While  such  general  statement  will  be 
left  until  certain  individual  viewpoints  have  been  presented,  it 
may  be  well  to  point  out  that,  in  general,  their  early  educational 
philosophy  had  much  in  common  with  that  of  other  religious 
bodies,  and  other  educational  views,  of  the  seventeenth,  eighteenth 
and  nineteenth  centuries;  again,  on  certain  points,  such  as  col¬ 
legiate  training  as  the  requisite  for  ministers  of  the  gospel,  there 
was  perfect  disagreement.  The  movements,  with  which  the  ex¬ 
pressions  of  its  leaders  and  its  own  activity  seem  to  have  identified 
it  most  definitely,  were  Realism,  Pietism,  and  Philanthropy;  and 
certainly,  over  all  there  is  cast  the  cloak  of  religious  purpose  which 
shrouded  every  system  of  education  in  Protestant  countries  after 
the  Reformation. 

George  Fox,  as  early  as  1667,  urged  Quakers  to  establish  schools 
“so  that  young  men  of  genius  in  low  circumstances  may  be  fur¬ 
nished  with  means  to  procure  requisite  education.”  William 
Penn,  philanthropist,  publicist,  philosopher,  and  promoter  of  two 
colonies  in  North  America,  was  also  a  powerful  force  in  shaping 
educational  policy  of  the  Quaker  settlements.  Again  and  again, 
it  is  evident  that  deference  is  given  to  his  guidance,  while  his 
Reflections  and  Maxims ,  and  Advice  to  his  Children  came  to  be  re¬ 
garded  as  essential  for  the  education  of  youth  to  life,  religion 
and  morality. 

In  his  first  words  on  education  in  the  Reflections  he  states  the 
Realist  point  of  view : 

We  are  in  pain  to  make  them  scholars,  but  not  men;  to  talk  rather  than  to 
know;  which  is  true  canting.  The  first  thing  obvious  to  children  is  what  is 
sensible;  and  that  ‘we  make  no  part  of  their  rudiments.  We  press  their 
memory  too  soon,  and  puzzle,  strain,  and  load  them  with  words  and  rules  to 

8 


Quaker  Educational  Policy 


9 


know  grammar  and  rhetoric,  and  a  strange  tongue  or  two  that,  it  is  ten  to  one, 
may  never  be  useful  to  them;  leaving  their  natural  genius  to  mechanical,  and 
physical  or  natural  knowledge  uncultivated  and  neglected;  which  would  be  of 
exceeding  use  and  pleasure  through  the  whole  course  of  their  lives. 

To  be  sure,  languages  are  not  to  be  despised  or  neglected;  but  things 
are  still  to  be  perferred. 

Children  had  rather  be  making  of  tools  and  instruments  of  play;  shaping, 
drawing,  framing,  and  building,  than  getting  some  rules  of  propriety  by  heart 
and  those  also  would  follow  with  more  judgment  and  less  trouble  and  time. 

It  were  happy  if  we  studied  nature  more  in  natural  things;  and  acted  ac¬ 
cording  to  nature:  whose  rules  are  few,  plain,  and  most  reasonable.  Let  us 
begin  where  she  begins,  go  her  pace,  and  close  always  where  she  ends,  and  we 
cannot  miss  of  being  good  naturalists. 

It  is  a  pity  that  books  have  not  been  composed  for  youth,  by  some  curious 
and  careful  naturalists,  and  also  mechanics,  in  the  Latin  tongue,  to  be  used 
in  schools,  that  they  might  learn  things  with  words ;  things  obvious  and  famil¬ 
iar  to  them,  and  which  would  make  the  tongue  easier  to  be  obtained  by  them.1 

In  this  his  educational  theory  seems  to  be  in  keeping  with 
Realism,  and  so  it  is  also  in  his  Advice  to  his  Children ,  wherein  he 
emphasizes  the  importance  of  the  practical  duties  of  life : 

Diligence.  .  .is  a  discreet  and  understanding  application  of  ones  self  to 
business;  ...  it  loses  not,  it  conquers  difficulties.  .  .  .Be  busy  to  a  purpose; 
for  a  busy  man  and  a  man  of  business  are  two  different  things.  Lay  your 
matters  and  diligence  succeeds  them,  else  pains  are  lost.  .  .  .Consider  well 
your  end,  suit  your  means  to  it,  and  diligently  employ  them,  and  you  will 
arrive  where  you  would  be.  .  .  .Frugality  is  a  virtue  too,  and  not  of  little  use 
in  life,  the  better  way  to  be  rich,  for  it  hath  less  toil  and  temptation.  .  .  .1 
would  have  you  liberal,  but  not  prodigal;  and  diligent  but  not  drudging;  I 
would  have  you  frugal  but  not  sordid.2 

To  his  wife,  Penn  urges  the  necessity  of  providing  liberally  for 
the  education  of  the  children,  which  is  to  be  of  useful  character: 

For  their  learning,  be  liberal.  Spare  no  cost,  for  by  such  parsimony  all  is 

1Refiections  and  Maxims ,  Phila.,  1901,  13-16.  Compare  the  above  with  the 
views  of  other  earlier  and  later  realists,  and  naturalists:  Montaigne — “We 
only  toil  and  labor  to  stuff  the  memory  and  in  the  meantime  leave  the  con¬ 
science  and  understanding  unfurnished  and  void;”  Erasmus — “Knowledge 
seems  to  be  of  two  kinds — that  of  things  and  that  of  words.  That  of  words 
comes  first;  that  of  things  is  the  most  important  .  .  .  ;”  Melanchthon — “I 
always  endeavor  to  introduce  you  to  such  authors  as  will  increase  your  com¬ 
prehension  of  things  while  they  contribute  towards  enlarging  your  language;” 
Rousseau — -“Pedagogues,  who  make  such  an  imposing  display  of  what  they 
teach,  are  paid  to  talk  in  another  strain  than  mine,  but  their  conduct  shows 
they  think  as  I  do.  For,  after  all,  what  do  they  teach  their  pupils?  Words, 
words,  words.  Among  all  their  boasted  subjects,  none  are  selected  because 
they  are  useful  .  .  .  .” 

2Penn:  Advice  to  his  Children  in  a  volume  of  tracts,  II,  20. 


IO 


Quaker  Edtication  in  New  Jersey 


lost  that  is  saved;  but  let  it  be  useful  knowledge  such  as  is  consistent  with 
truth  and  godliness,  not  cherishing  a  vain  conversation  or  idle  mind;  but 
ingenuity  mixed  with  industry  is  good  for  the  body  and  the  mind  too.  I 
recommend  the  useful  parts  of  mathematics,  as  building  houses,  or  ships, 
measuring,  surveying,  dialing,  navigation;  but  agriculture  especially  is  my 
eye.  Let  my  children  be  husbandmen  and  housewives;  it  is  industrious, 
healthy,  honest  and  of  good  example3  .  .  . 

Penn,  moreover,  unquestionably  regarded  education  as  a  public 
necessity,  as  he  says : 

Whereas,  the  prosperity  and  welfare  of  any  people  depend  in  great  measure, 
upon  the  good  education  of  youth,  and  their  early  instruction  in  the  principles 
of  true  religion  and  virtue,  and  qualifying  them  to  serve  their  country  and 
themselves,  by  breeding  them  in  writing  and  reading  and  learning  of  languages, 
and  useful  arts  and  sciences,  suitable  to  their  sex,  age  and  degree;  which  can¬ 
not  be  effected  in  any  manner  or  so  well  as  by  erecting  public  schools  for  the 
purpose.  .  .4 

For  his  own  family,  due  no  doubt  to  being  brought  up  according 
to  the  English  system  of  tutorial  education,  he  preferred  to  “have 
an  ingenious  person  in  the  house  to  teach  them,  than  send  them  to 
schools,”  where  too  many  evil  impressions  are  received.5 

In  another  passage  he  says:  “Learn,  and  teach  your  own  child¬ 
ren  fair  writing,  and  the  most  useful  parts  of  mathematics,  and 
some  business  when  young,  whatever  else  they  are  taught.”6 

Anthony  Benezet  and  John  Woolman,  both  mentioned  else¬ 
where  on  account  of  their  concern  for  the  welfare  of  the  Indians 
and  Negroes,  were  prominent  exponents  of  the  educational  philos¬ 
ophy  of  the  Quakers.  The  following  extracts  present  Benezet’s 
point  of  view,  regarding  the  need  for  education: 

.  .  .Some,  doubtless,  are  really  and  vitally  careful,  but  it  is  generally  an 
indulgent  and  partial  care;  was  it  such  a  watchful  care  as  the  miser  has  to 
preserve  and  increase  his  wealth,  or  the  ambitious  to  gain  honours,  with  a 
fervent  application  to  God  for  help,  I  doubt  not  that  the  effects  would  appear. 
Ought  not  the  educating  and  training  up  of  the  youth,  both  with  relation  to 
time  and  eternity,  next  to  our  more  immediate  duty  to  God,  to  be  the  chief 
concern  of  every  one  that  really  desires  the  welfare  and  enlargement  of  the 
borders  of  Zion?  I  have  often  thought  that,  next  to  preaching  the  Gospel,  the 

3Penn:  Letters  to  Wife  and  Children ;  in  Tracts  on  Moral  and  Religious  Sub¬ 
jects,  pub.  1822,  6f. 

4Friends’  Library,  V,  208. 

5Penn:  Letters  to  Wife  and  Children ;  in  Tracts  on  Moral  and  Religious  Sub¬ 
jects,  (1822),  6f. 

6Penn:  Advice  to  his  Children,  (1901),  26. 


Quaker  Educational  Policy 


ii 


labour  that  is  bestowed  in  preventing  the  influx  of  evil,  and  in  watching  over 
every  opportunity  of  instilling  noble  and  Christian  principles  into  the  tender 
minds  of  the  youth,  is  the  greatest  and  most  acceptable  sacrifice  we  can  offer 
to  the  great  Father  and  Head  of  the  family  of  the  whole  earth,  and  the  most 
exalted  duty  a  Christian  mind  can  be  engaged  in.  .  .How  many  are  there  in 
the  Society,  of  sufficient  talents  for  educating  the  youth,  who  are  so  situated  as 
that  by  moderate  addition  to  their  fortune,  which  they  might  easily  gain  by 
this  service,  might  live  easily,  and  have  a  mite  to  spare  for  the  poor. 

And  I  would  further  say,  from  years’  experience,  that  it  is  a  great  mistake  to 
think  that  the  education  of  youth  is  toilsome  and  disagreeable;  it  is  indeed  not 
so,  except  to  such  who  from  a  desire  of  gain,  take  upon  them  the  care  of  more 
children  than  they  ought  or  neglect  to  bring  them  into  that  discipline  which 
is  generally  not  difficult.  I  do  not  know  how  it  is  amongst  you,  but  here, 
any  person  of  tolerable  morals,  who  can  read  and  write,  is  esteemed 
sufficiently  qualified  for  a  schoolmaster;  when,  indeed,  the  best  and  wisest 
men  are  but  sufficient  for  so  weighty  a  charge.  If  the  governments  of  this 
world  were  influenced  by  true  wisdom,  they  would  make  the  proper  educa¬ 
tion  of  youth  their  first  and  special  care.  I  earnestly  desire  that  our  Friends, 
both  here  and  amongst  you,  would  consider  of  it,  and  hearken  inwardly  to 
what  the  great  and  common  Father  would  suggest  in  this  weighty  matter. 
Many  good  and  necessary  works  are  omitted,  solely  because  custom  has 
allowed  them  to  be  passed  over  as  not  necessary,  nor  binding  upon  us;  when,  if 
we  would  give  ourselves  time  to  consider  them,  divested  from  custom  and 
prejudice,  we  should  see  them  to  be  weighty  and  indispensible  duties.  But  I 
fear  a  proposal  of  this  kind  would  prove  to  many  as  great  a  trial  of  the  sin¬ 
cerity  of  their  love,  as  the  instance  of  the  young  man  that  came  to  Christ. 
Many  appear  to  have  a  love  to  Christ,  and  would  sell  something  for  his 
service,  especially  if  it  was  to  serve  him  in  some  elevated  and  shining  sphere; 
but  to  serve  Christ  in  a  station  generally  so  little  regarded,  where  the  labour  of 
love,  though  ever  so  deep  and  sincere,  is  much  hid,  and  often,  when  the  most 
impartial,  but  the  more  disliked,  this  is  hard  for  flesh  and  blood  to  encoun¬ 
ter.  .  .  ? 

The  importance  of  a  religious  education  of  children,  is  set  forth 
by  John  Woolman,  one-time  schoolmaster  of  New  Jersey,  in  the 
following : 

Children,  at  an  age  fit  for  schools,  are  in  a  time  of  life  which  requires  the 
patient  attention  of  pious  people,  and  if  we  commit  them  to  the  tuition  of  such 
whose  minds,  we  believe  are  not  rightly  prepared  to  train  them  up  in  the 
nurture  and  admonition  of  the  Lord,  we  are  in  danger  of  not  acting  the  part  of 
faithful  parents  toward  them;  for  our  Heavenly  Father  doth  not  require  us  to 
do  evil  that  good  may  come  of  it;  and  it  is  needful  that  we  deeply  examine 
ourselves,  lest  we  get  entangled  in  the  wisdom  of  this  world,  and  through 

Tetter  of  Anthony  Benezet  to  Samuel  Fothergill,  1758:  Friends’  Library, 
IX,  220  f. ;  The  arguments  of  Benezet  in  favor  of  educating  the  Indians  and 
Negroes  are  dealt  with  in  Chapter  Nine. 


12 


Quaker  Education  in  New  Jersey 


wrong  apprehensions,  take  such  methods  in  education,  as  may  prove  a  great 
injury  to  the  minds  of  our  children. 

It  is  a  lovely  sight  to  behold  innocent  children,  and  when  they  are  sent  to 
such  schools  where  their  tender  minds  are  in  imminent  danger  of  being  led 
astray  by  tutors  who  do  not  live  a  self-denying  life,  or  by  the  conversation  of 
such  children  who  do  not  live  in  innocence,  it  is  a  case  much  to  be  lamented. 

While  a  pious  tutor  hath  the  charge  of  no  more  children  than  he  can  take 
due  care  of,  and  keeps  his  authority  in  the  truth,  the  good  spirit,  in  which  he 
leads  and  governs,  works  on  the  minds  of  such  who  are  not  hardened,  and  his 
labors  not  only  tend  to  bring  them  forward^  in  outward  learning,  but  to  open 
their  understandings  with  respect  to  the  true  Christian  life;  but  where  a 
person  hath  charge  of  too  many,  and  his  thoughts  and  time  are  so  much  em¬ 
ployed  in  the  outward  affairs  of  his  school,  that  he  does  not  so  weightily 
attend  to  the  spirit  and  conduct  of  each  individual,  as  to  be  enabled  to  ad¬ 
minister  rightly  to  all  in  due  season,  through  such  omission  he  not  only  suffers 
as  to  the  state  of  his  own  mind,  but  the  minds  of  the  children  are  in  danger  of 
suffering  also. 

A  care  hath  lived  on  in  my  mind  that  more  time  might  be  employed  by 
parents  at  home,  and  by  tutors  at  schools,  in  weightily  attending  to  the  spirit 
and  inclinations  of  children,  and  that  we  may  so  lead,  instruct  and  govern 
them,  in  this  tender  part  of  life,  that  nothing  may  be  omitted,  in  our  power,  to 
help  them  on  their  way  to  become  the  children  of  our  Father  who  is  in  Heaven. 

Meditating  on  the  situation  of  schools  in  our  provinces,  my  mind  hath  at 
times,  been  affected  with  sorrow,  and  under  these  exercises  it  hath  appeared  to 
me,  that  if  those  who  have  large  estates  were  faithful  stewards,  and  laid  no 
rent  nor  interest,  nor  other  demand,  higher  than  is  consistent  with  universal 
love;  and  those  in  lower  circumstances  would  under  a  moderate  employ,  shun 
unnecessary  expense,  even  to  the  smallest  article;  and  all  unite  in  humbly 
seeking  the  Lord,  he  would  graciously  instruct  us  and  strengthen  us,  to  re¬ 
lieve  the  youth  from  various  snares,  in  which  many  of  them  are  entangled.8 

The  following  restrictions  on  amusements,  and  their  purpose 
appear  in  the  works  of  Henry  Tuke: 

There  are  three  rules  relating  to  amusements,  by  which  our  conduct  should 
be  regulated. 

1.  To  avoid  all  those  which  tend  needlessly  to  oppress  and  injure  any 
part  of  the  animal  creation.  Of  this  class  are  cockfighting  and  horse  racing; 
also  hunting,  etc.,  when  engaged  in  for  pleasure  and  diversion. 

2.  To  abstain  from  such  as  are  connected  with  a  spirit  of  hazardous  enter¬ 
prise;  by  which  the  property  and  temporal  happiness  of  individuals  and 
families,  are  often  made  to  depend  on  the  most  precarious  circumstances; 
and  the  gain  of  one,  frequently  entails  misery  on  many.  Of  this  class  are  all 
games  in  which  property  is  staked. 

3.  To  avoid  such  as  expose  us  to  unnecessary  temptations,  with  respect  to 


%Works  of  John  Woolman,  305-6. 


Quaker  Educational  Policy 


i3 


our  virtue,  or,  which  dissipate  the  mind,  so  as  to  render  a  return  to  religious 
and  civil  duties  ungrateful.  Of  this  kind,  stage  entertainments  are  peculiarly 
to  be  avoided,  with  various  places  of  public  amusement,  which  have  a  tendency 
to  corrupt  the  heart,  or  to  alienate  from  the  love  and  fear  of  God. 

The  amusements  of  dancing  and  music,  we  think  also  come  within  this 
class.  It  may  be  alleged,  that  these  might  be  practised  in  such  a  manner  as  not 
to  accord  with  the  description  given.  Our  society,  however,  thinks  it  right  to 
abstain  from  those  amusements;  both  because  of  their  frequent  connection 
with  places  and  circumstances,  which  are  highly  objectionable;  and  because 
we  conceive  they  can  scarcely  be  entered  into  without  an  improper  employ¬ 
ment  of  that  time,  which  we  are  required  not  to  waste,  but  to  pass  in  fear  and 
to  redeem. 

Were  our  minds  rightly  regulated,  and  our  affections  set  on  things  above, 
very  little  which  is  called  amusement,  would  be  thought  necessary  for  those 
who  are  arrived  at  mature  age.  With  respect  to  young  people,  it  peculiarly 
behooves  those  who  have  the  care  of  them,  to  see  that  such  amusements  only 
be  adopted,  as  may  not  prove  injurious  to  their  religion  or  virtue;  but  which 
may  tend  to  promote  their  possessing  a  sound  mind  in  a  sound  body.  Were 
amusements  thus  restrained  and  regulated  great  would  be  the  benefit  arising 
from  such  restrictions;  but  when  we  see  how  ardently  many,  not  only  of  the 
youth,  but  even  of  those  who  are  considerably  advanced  in  years,  rush  into 
dissipating  and  corrupting  pleasures,  it  is  not  to  be  wondered  at,  that  vice  and 
irreligion  should  prevail  to  an  alarming  degree.9 

The  need  for  a  “right  education”  was  enjoined  upon  parents  by 
John  Griffith: 

First  to  parents.  Very  much  depends  upon  the  right  education  of  children. 
I  therefore  find  it  in  my  mind  to  make  a  few  observations  thereon,  as  it  shall 
please  the  Lord  to  open  my  understanding;  without  whose  assistance  and 
blessing  upon  our  labours,  they  prove  altogether  fruitless. 

Exceedingly  great  is  the  trust  reposed  in  parents  and  the  heads  of  families. 
It  is  certainly  their  indispensible  duty,  as  much  as  they  can,  both  by  precept 
and  example,  to  form  the  tender  minds  of  their  offspring  to  virtue,  as  saith  the 
apostle,  ‘And  ye  fathers,  provoke  not  your  children  to  wrath;  but  bring  them 
up  in  the  nurture  and  admonition  of  the  Lord.’  And,  ‘Train  up  a  child  in  the 
way  he  should  go;  and  when  he  is  old,  he  will  not  depart  from  it.’ 

This  care  should  begin  very  early  even  as  soon  as  they  are  capable  of  dis¬ 
tinguishing  what  pleases,  and  what  displeases  their  parents.  A  self-willed, 
perverse  disposition  may  soon  be  discovered  in  children,  which  is  very  earnest 
to  have  its  own  way,  before  they  can  judge  what  is  best  for  themselves.  This 
should  constantly  be  subjected  to  those  who  are  to  judge  for  them.  Children 
should  never  be  suffered  to  prevail  by  an  untoward  fretful  temper,  not  even 
when  what  they  crave  is  suitable  for  them  to  receive,  were  they  in  a  sub¬ 
missive  disposition;  that  they  may  clearly  see,  which  they  soon  will,  that  it  is 


9Tuke:  Works ,  (1815)  III,  150-2. 


14 


Quaker  Education  in  New  Jersey 


more  to  their  benefit  and  comfort,  to  yield  an  entire  subjection  to  their  pro¬ 
viders,  and  that  nothing  is  to  be  got  by  a  fretful  self-willed  temper.  This 
should  be  done  by  a  firm  and  steady  hand,  and  it  will  make  the  work  of  parents 
abundantly  easier  in  the  government  of  their  children,  and  may  prove  a  great 
case  to  those  concerned  with  them  perhaps  through  the  whole  course  of  their 
lives;  since  by  crushing  their  preverseness  in  the  first  buddings,  it  may  so  die 
away,  as  never  more  to  gain  the  pre-eminence.10 

Joseph  Phipps  in  his  Original  and  Present  State  of  Man  first  tries 
to  get  at  the  origin  of  “intemperature”  in  children: 

Whatever  were  the  Peculiarities  attending  the  Fall  of  the  First  Man  and 
Woman,  or  those  consequent  upon  it,  this  is  certain,  that  their  Progeny  do 
not  come  into  the  World  in  that  same  State  of  Brightness  themselves  were 
constituted  in  after  their  Creation.  It  cannot  escape  the  Notice  of  those  who 
have  had  the  Care  of  Infants,  that  the  earliest  Exertions  observable  in  them, 
evidently  arise  from  the  Powers  of  animal  Desire,  and  Animal  Passion;  how 
prone  these  are  to  increase  in  them  and  to  predominate  as  they  grow  up,  and 
the  Solicitude  it  requires  to  keep  the  Children  out  of  Unruliness  and  Intem¬ 
perature,  as  they  advance  to  Youth’s  Estate;  how  much  too  potent  their 
inordinate  Propensities  are  for  the  Government  of  the  rational  Faculty; 
what  Pains  are  necessary  to  regulate,  and  often  but  to  paliate  them,  by  a 
virtuous  Education,  and  improving  Converse;  and  the  Impossibility  they 
should  ever  be  radically  subdued  and  ruled,  without  the  Application  of  a 
superior  Principle.11 

Moreover,  since  all  are  concerned  in  salvation,  it  must  be  ob¬ 
tained  by  poor  as  well  as  rich,  unlearned  as  well  as  learned: 

Religion  here,  and  Salvation  hereafter,  are  as  much  the  Concern  and  Duty 
of  the  Illiterate  and  Ignorant,  as  of  the  Wise  and  Learned.  And  as  those  are 
by  much  the  greater  Number,  religious  Duty  must  undoubtedly  consist  in 
something  equally  attainable  and  practicable  by  all;  for  God  is  no  Respecter  of 
Persons.  It  cannot  lie  essentially  in  literal  Knowledge,  nor  in  any  peculiar 
Mode  of  Education;  for  these  are  the  Lot  of  few,  in  Comparison  of  the  Whole 
of  Mankind.  Happiness  being  the  End  of  Man’s  Creation,  and  the  universal 
indispensable  Concern  of  Every  Man,  the  effective  Means  of  Regeneration 
and  Salvation  must  be  attainable  by  every  Man.12 

In  a  later  passage,  he  points  out  that  the  possession  of  learning 
is  “useful  as  a  servant”  but  “is  no  part  of  Christianity:” 

School-learning  is  but  an  human  Accomplishment,  and  though  very  useful 
as  a  Servant  is  no  Part  of  Christianity,  Neither  the  Acquirements  of  the 
College,  nor  the  Formalities  of  human  Authority,  can  furnish  that  Humility 
which  fitteth  for  God’s  Teaching.  Possessed  of  Arts  and  Languages,  weak 
People  are  puffed  up  with  a  conceit  of  Superiority,  which  leads  from  Self- 

10Life  of  John  Griffith  in  the  Friends’  Library,  V,  440-441. 

nPhipps:  Original  and  Present  State  of  Man,  II.  12 Ibid.,  65. 


Quaker  Educational  Policy 


i5 


denial  and  the  daily  Cross,  into  Pride  and  Self-sufficiency;  and  instead  of 
waiting  for,  and  depending  upon  the  Wisdom  and  Power  of  God,  into  a  Con¬ 
fidence  in  the  Wisdom  of  this  world,  and  a  devotional  Satisfaction  in  the  Rote 
of  external  Forms  and  Ordinances.13 

Many  since  the  time  of  Phipps,  arguing  that  the  Society  dis¬ 
couraged  all  learning,  have  forgotten  the  words  “though  very  useful 
as  a  servant.” 

If  space  permitted  there  might  be  presented  certain  extracts 
from  the  works  of  other  leaders  such  as  John  Banks,  Thomas 
Scattergood,  John  Fry,  Benjamin  Holme,  William  Crouch,  Richard 
Claridge,  Joseph  Pike,  William  Dewsbury,  Bellers,  Budd,  and 
others,  on  the  subject  of  education.  The  point  of  view  of  men  in 
the  Society  is,  however,  clearly  established  by  those  already 
mentioned. 

It  is  proper  that  some  attention  be  given  at  this  point  to  the 
question  of  higher  education  in  relation  to  the  preparation  of 
ministers  of  the  gospel. 

The  attitude  of  Friends  towards  higher  education  has  often  been 
discussed,  and,  it  was  believed  by  many  that  the  Society  as  a 
whole  was  opposed  to  all  education.  Yet,  the  number  of  schools 
established  by  the  Society  disprove  this  to  the  mind  of  any  candid 
person.  There  can  be  no  doubt,  however,  that  the  acceptance  of 
the  doctrine  of  the  inner  light  might  lead  logically  to  a  general  dis¬ 
belief  in  education,  and  did,  of  course,  in  the  case  of  some  individu¬ 
als.  But  the  statements  of  the  leading  men  of  the  Society,  the 
official  expressions  of  the  various  meetings,  and  the  actual  educa¬ 
tional  accomplishments,  show  that  the  development  was  not  what 
it  might  have  been.  The  positive  development  is  described  in 
the  following  pages. 

With  higher  education  in  colleges,  however,  we  must  concern 
ourselves  further.  For  information  on  this  subject  we  may  well 
turn  to  Barclay’s  Apology,  in  which  he  speaks  “of  the  ministry.” 
In  the  time  of  Barclay  the  chief  function  of  colleges  was  the  edu¬ 
cation  of  ministers,  whether  in  England  or  America;  hence,  the 
opposition  to  them  by  the  Society.  In  the  following  extract 
Barclay  contrasts  the  essentials  for  a  minister  of  the  gospel  (1) 
as  held  by  his  Society  and  (2)  as  held  by  their  “adversaries:” 


™Ibid.,  90. 


i6 


Quaker  Education  in  New  Jersey 


As  I  have  placed  the  true  call  of  a  minister  in  the  motion  of  this  Holy 
Spirit,  so  is  the  power,  life,  and  virtue  thereof,  and  the  pure  Grace  of  God  that 
comes  therefrom,  the  chief  and  most  necessary  qualification,  without  which  he 
can  no  ways  perform  his  duty,  neither  acceptably  to  God  nor  beneficially  to 
men.  Our  adversaries  in  this  case  affirm  that  three  things  go  to  the  making 
up  of  a  minister,  viz.  i.  Natural  parts,  that  he  be  not  a  fool;  2.  Acquired 
parts,  that  he  be  learned  in  the  languages,  in  philosophy  and  school  divinity; 
3.  The  Grace  of  God. 

The  two  first  they  reckon  necessary  to  the  being  of  a  minister,  so  as  a  man 
cannot  be  one  without  them;  the  third,  they  say  goeth  to  the  well-being  of  one 
but  not  to  the  being;  so  that  a  man  may  truly  be  a  lawful  minister  without 
it,  and  ought  to  be  heard  and  received  as  such.  But  we,  supposing  a  natural 
capacity,  that  one  be  not  an  idiot,  judge  the  Grace  of  God  indispensably 
necessary  to  the  very  being  of  a  minister,  as  that  without  which  any  can 
neither  be  a  true  nor  lawful  nor  good  minister.  As  for  letter-learning,  we 
judge  it  not  so  much  necessary  to  the  well-being  of  one,  though  accidentally 
sometimes  in  certain  respects  it  may  concur,  but  more  frequently  it  is  hurtful 
than  helpful.  .  ,14 

Barclay  then  attempts  to  show  that  neither  languages,  philos¬ 
ophy,  nor  “school  divinity”  can  produce  this  essential  qualification 
though,  as  he  believes  they  may  “concur.”  Later  he  adds: 

Though  we  make  not  human  learning  necessary,  yet  we  are  far  from  ex¬ 
cluding  true  learning;  to  wit,  that  learning  which  proceedeth  from  the  in¬ 
ward  teachings  and  instructions  of  the  Spirit.  .  .This  is  that  good  learning 
which  we  think  necessary  to  a  true  minister.  .  ,15 

In  another  passage  he  states  clearly  that  knowledge  of  languages 
is  commendable  and  schools  are  necessary;  but  not  the  first 
qualifications  for  a  minister’s  training. 

.  .  .and  therefore  to  answer  the  just  desires  of  those  that  desire  to  read 
them,  and  for  other  very  good  reasons,  as  maintaining  a  commerce  and  under¬ 
standing  among  divers  nations  by  these  common  languages,  and  others  of  that 
kind,  we  judge  it  necessary  and  commendable  that  there  be  public  schools  for 
the  teaching  and  instructing  such  youth  as  are  inclinable  thereunto,  in  the 
languages.16 

On  the  same  subject  of  languages  William  Crouch  said: 

They  acknowledge  the  understanding  of  Languages  especially  of  Hebrew,. 
Greek,  and  Latin  formerly  was,  and  still  is  very  useful  yet  they  take  them  not 
therefore  to  be  necessary  to  make  a  minister,  not  so  profitable  as  that  one 
unacquainted  with  them,  must  be  styled  an  idiot  illiterate  and  of  no  authority. 
They  account  philosophy  as  it  is  generally  taught  in  the  schools  and  school. 


^Barclay:  Apology  (1789),  299. 

15Ibid.,  307-8.  uIbid.,  309. 


Quaker  Educational  Policy 


17 


divinity  from  thence  arising  not  only  useless  but  pernicious  and  destructive  of 
sound  doctrine  and  an  hindrance  to  the  knowledge  of  God,  and  Godliness. 

They  like  not  the  distinguishing  titles  of  ecclesiastic  dignities  as  masters, 
licentiates,  doctors,  professors,  etc.,  saying,  they  are  only  tending  to  swell 
them  to  a  farther  caprice,  and  to  affect  lording  it  over  their  fellows.  They 
charge  the  protestant  churches  for  maintaining  their  pastors  profusely  with 
salaries,  they  deny  not  sufficiency  of  food  and  raiment  for  such  as  preach  the 
gospel  and  all  things  necessary  and  convenient  for  life,  nay  they  own  it  to  be 
suitable  to  the  command  of  Christ.17 

Henry  Tuke,  already  mentioned,  comments  on  the  preparation 
of  ministers  as  follows : 

From  our  views  of  this  important  subject,  there  arise  a  few  points  in  which 
we  materially  differ  from  most  other  professors  of  Christianity. 

1.  In  not  considering  human  learning  essential  to  a  gospel  minister. 

2.  In  believing  that  no  individual  has  a  right  to  assume  the  exclusive 
exercise  of  this  ministry,  in  a  congregation  of  Christians;  but  that  all,  both 
male  and  female,  who  are  rightly  moved  thereto,  may  exercise  this  gift. 

3.  That  this  ministry  being,  if  rightly  conceived,  received,  and  without 
any  pecuniary  expense  to  qualify  for  it,  it  therefore  ought  to  be  communicated 
freely;  and  no  further  support  expected  by  ministers,  than  what  is  authorized 
by  Christ,  and  was  practiced  by  his  apostles. 

Upon  each  of  these  points  it  seems  proper  to  make  a  few  remarks.  On  the 
first  very  little  appears  necessary;  for  if  we  consider  the  holy  scriptures,  and 
particularly  the  New  Testament,  as  any  guide  to  us  in  this  matter,  we  shall 
not  only  find,  that  human  literature  is  nowhere  recommended  for  this  office; 
but  likewise,  that  many  of  the  apostles  were  illiterate  men.  It  is  also  clear 
that  the  apostle  Paul,  though  a  man  of  learning,  disclaimed  the  influence  of  it 
on  his  ministry,  as  appears  from  various  parts  of  his  epistles,  particularly  from 
the  first  and  second  chapters  of  the  Epistle  to  the  Corinthians,  of  which  the 
first  five  verses  of  the  second  chapter  appear  especially  worthy  of  notice. 
‘And  I  brethren,  when  I  was  with  you,  came  not  with  excellency  of  speech  or  of 
wisdom  declaring  unto  you  the  testimony  of  God;  for  I  determined  not  to 
know  anything  among  you,  save  Jesus  Christ,  and  him  crucified.’ 

But  although  we  do  not  consider  human  learning  as  essential  to  a  gospel 
minister;  yet  we  are  so  far  from  disesteeming  or  slighting  it’s  use  that  we  wish 
due  attention  to  be  paid  to  it  by  the  members  of  our  society;  for  we  believe 
that  those  who  have  it,  and  are  disposed  to  make  a  right  use  of  it,  may  apply 
it  to  the  promotion  of  religion  and  virtue,  as  well  as  to  the  benefit  of  civil 
society.18 

The  statements  of  Barclay  are  authorative,  and  the  history  of 
education  in  the  Society  indicates  the  faithfulness  with  which  he 
presented  its  viewpoint.  No  college  of  divinity  has  ever  been 


17Collection  of  Papers  of  William  Crouch  (1712),  183. 
18Tuke:  Works  (1815)  III,  95ff. 


i8 


Quaker  Education  in  New  Jersey 


founded  by  the  Society ;  but  many  colleges  and  secondary  schools 
have  been  erected  that  have  taught  the  branches  of  higher  learn¬ 
ing.  A  reading  of  thousands  of  pages  of  meetings’  records  fails  to 
reveal  any  effort  on  their  part  to  discourage  learning,19  but  rather 
a  continued  effort  to  extend  it.  A  democratic  religious  sentiment 
prevailed  in  the  Society,  which  made  the  provision  of  elementary 
education  necessary  above  all  else. 

Individual  opposition  to  both  higher  and  lower  education  there 
was  undoubtedly,  within  the  Society.  At  all  times,  in  all  societies, 
nations  and  races,  the  notion  has  found  expression  that  learning 
makes  more  clever  rogues.  It  was  to  overcome  this  tendency  on 
the  part  of  some  that  the  educational  advices  were  frequently 
sent  out.  Commenting  on  this  point,  Edward  Parrish  wrote  at 
the  founding  of  Swarthmore  College: 

The  history  of  the  Society  shows  that  there  have  always  been  some  among 
its  members  wTho  in  their  opposition  to  an  educated  class,  such  as  the  clergy 
in  other  denominations,  have  ceased  to  value  learning  properly  as  the  right  of 
all,  failing  to  see  that  the  absence  of  a  distinct  profession,  embodying  the 
learning  of  the  Society,  and  monopolizing  the  power  which  learning  brings, 
should  constitute  a  strong  motive  for  the  general  diffusion  of  knowledge  and 
the  multiplication  of  facilities  for  importing  it.  As  each  individual  undoubted¬ 
ly  has  some  place  to  occupy  in  the  Society,  and  in  the  Community  at  large, 
there  should  be  it  would  seem  such  a  system  of  development  that  each  should 
find  his  place  and  be  qualified  to  fill  it. 

It  is  the  experience  of  some  ‘that  necessity  knows  no  law,’  but  where  there  is 
abundance  of  the  good  things  of  this  life  there  is  no  excuse  for  neglecting  the 
full  development  of  the  faculties  of  our  children.  In  no  branch  of  domestic 
expenditure  is  parsimony  so  misplaced,  in  nothing  is  it  so  inexcusable  as  in  the 
matter  of  education — better  that  the  children  should  grow  up  without  a  dollar 
to  begin  life  with,  than  that  they  should  come  to  manhood  and  womanhood 
without  their  faculties  being  awakened  and  their  intellects  expanded  by  liberal 
learning.20 

The  Official  Attitude  Toward  Education 

Just  as  individual  members  of  prominence  in  the  Society  spoke 

19In  1808  the  meeting  for  sufferings  did  extend  counsel  to  those  parents  who 
placed  their  children  at  colleges  and  seminaries  out  of  the  religious  Society,  to 
give  them  a  polished  education.  This  was  not  against  colleges  or  seminaries 
as  such,  but  that  they  were  outside  the  Society’s  control.  Parents  were  re¬ 
peatedly  charged  and  advised  against  sending  their  children  to  schools  of 
whatever  grade,  that  were  not  controlled  by  the  meetings.  See  Michener: 
Retrospect  of  Early  Quakerism ,  249. 

20Parrish:  Education  in  the  Society  of  Friends ,  39  and  41. 


Quaker  Educational  Policy 


19 


against  the  pursuit  of  common  customs  of  the  day,  so  the  ex¬ 
pressions  of  the  Yearly  Meetings  were  at  first  (for  nearly  a  century) 
concerned  mostly  with  prohibitions  concerning  books,  games, 
language  and  dress,  coupled  with  suggestions  for  youth’s  “guarded 
religious  education.”  The  official  viewpoints  of  the  meetings  are 
best  followed  in  various  letters  that  were  sent  out  from  time  to 
time.  In  1690  London  Yearly  Meeting  advised: 

All  friends  concerned  (so  far  as  they  are  able  or  may  be  capable)  to  provide 
schoolmasters  and  mistresses,  who  are  faithful  friends  to  teach  and  instruct 
their  children,  and  not  to  send  them  to  such  schools,  where  they  are  taught 
the  corrupt  ways,  manners,  fashions  and  languages  of  the  world,  and  of  the 
heathen  in  their  authors,  and  names  of  the  heathenish  gods  and  goddesses.  .  . 

In  1692  the  London  Epistle,  which  of  course  came  to  Friends  in 
New  Jersey,  contained  the  following: 

Being  sensible  how  incident  youth  is  to  be  corrupted,  and  how  liable  to 
corrupt  and  hurt  one  another  by  evil  example  and  liberty,  it  is  earnestly  re¬ 
quested  that  all  parents  among  Friends,  take  all  Godly  and  Christian  care  in 
the  education  of  their  children  and  be  good  examples  to  them,  and  not  to  allow 
them  in  anything  that  may  gratify  a  vain  mind,  immodest  apparel  or  foolish 
garbs,  or  other  extravagancies,  tending  to  their  hurt,  and  reproach  of  our 
Holy  profession,  and'incurring  God’s  displeasure  and  judgment,  which  stands 
against  the  pride  of  life  and  haughtiness;  but  sincerely  to  use  their  best  en¬ 
deavors  to  train  them  up  in  the  nurture  and  admonition  of  the  Lord,  in  So¬ 
briety,  Modesty,  and  plainness  in  apparel,  language  and  conversation,  as  be- 
cometh  our  holy  profession  and  Christian  religion.21 

Similar  suggestions  were  made  in  the  Epistle  for  1 70022,  and  more 
specifically  in  1703  it  was  recommended  that: 

.  .  .Friends  of  all  degrees  take  due  care  to  breed  up  their  children  in  some 
useful  and  necessary  employments  that  they  may  not  spend  their  prec.ous 
time  in  idleness.  .  .  .23 

Turning  from  these  earlier  London  Epistles  we  find  similar  pro¬ 
hibitions  in  the  Advices  of  the  Yearly  Meeting  of  Philadelphia  and 
Burlington.  After  the  middle  of  the  18th  century  they  contain  a 
greater  amount  of  advice  on  the  subject  of  schools,  that  are  to  be 
for  the  same  purpose  of  securing  a  “guarded  religious  education.” 

Prominent  among  the  early  means  for  exercising  control  over 
the  youth  were  the  Youths’  Meetings  which  were  encouraged  by 
the  higher  meetings.  These  existed  for  the  religious  and  moral 


21 Epistles  of  the  Yr.  Mtg.  of  London  (1818),  68. 
22 1  bid.,  105.  23  Ibid.,  114. 


20 


Quaker  Education  in  New  Jersey 


education  of  children,  and  declined  only  toward  the  close  of  the 
eighteenth  century  when  the  establishment  of  schools  entirely 
controlled  by  the  Society  became  more  common.  There  is  no 
indication  in  the  records  that  the  Youths’  Meeting  served  a  further 
purpose  than  this.  The  following  minute  mentions  the  prepara¬ 
tion  of  special  messages  to  be  read  at  Youths’  Meetings  in  the 
Yearly  Meeting: 

And  Friends  we  let  you  also  know  that  ye  Quarterly  Meeting  of  Phila¬ 
delphia  having  recommended  to  ye  last  Yearly  Meeting  that  something  might 
be  drawn  up  concerning  the  Discipline  and  Behaviour  of  youth  or  what  else 
might  be  thought  needful  for  their  instruction  and  fit  to  be  read  in  ye  youths 
meetings.  The  consideration  of  each  of  the  foregoing  was  referred  to  this 
meeting.  And  this  meeting  having  taken  the  same  into  consideration  do  give  it 
as  our  Sence  and  Advice  that  the  General  Testimony  Given  from  this  Meeting 
in  1694  with  such  alteration  and  additions  as  at  this  present  Meeting  are 
agreed  on  and  herewith  also  sent  you,  will  be  not  only  much  conducing  to 
answer  the  aforesaid  about  Instruction  of  Youth,  but  also  for  the  benefit 
of  the  aged  as  all  have  due  regard  to  the  exhortation  and  Christian  advice 
therein  given  and  to  the  Texts  of  Holy  Scripture  therein  collected  and  to  that 
end  we  advise  That  the  first  General  Testimony  be  kept  in  manuscript  in  a 
Book  in  Quarto  in  each  respective  quarterly  and  monthly  meeting  and  be 
read  at  the  beginning  of  the  Youths’  Meetings.24 

Near  the  close  of  the  century  the  Youths’  Meetings  were  gen¬ 
erally  discontinued.  In  1793,  Burlington  Quarterly  appointed  a 
large  committee  to  consider  the  request  of  the  Yearly  Meeting  of 
ministers  and  elders  regarding  Youths’  Meetings.25  A  few  months 
later  the  “committee  on  the  advisability  of  continuing  the  Youths 
Meetings’’  reported  they  thought  it  advisable  to  discontinue  them. 
This  report  was  accepted  and  sent  to  the  Monthly  Meetings  by 
request;  upon  receipt  of  this  decision,  most,  if  not  all  of  the 
Monthly  Meetings  discontinued  the  practice,  of  holding  them. 
Chesterfield  Monthly  Meeting  took  such  action  one  month  later.26 

The  early  advices  concerning  youth  and  their  upbringing  were 
full  of  prohibitions,  forbidding  indulgence  in  customs  of  society 
at  that  day.  A  few  extracts  concerning  this  phase  of  moral  educa¬ 
tion  are  inserted  below,  as  they  indicate  the  general  harmony  of 
current  puritanic  ideas.  Thus  in  1694: 

24Min.  Woodbridge  Mo.  Mtg.,  Copied  from  the  Yearly  Meeting  held  at 
Burlington  in  1705. 

2hMin.  Burlington  Q.  Mtg.,  25/II/1793. 

26Min.  Chesterfield  Mo.  Adtg.,  3/IX/1793. 


Quaker  Educational  Policy 


2 1 

We  are  willing  and  free  for  the  good  of  all.  .  .to  give  a  hint  of  some  things 
that  we  know  by  our  own  experience  that  truths’  testimony  is  against — as 
challenging  each  other  to  run  races,  wrestling,  laying  of  wagers,  pitching  bars, 
drinking  to  one  another,  riding  or  going  from  house  to  house  to  drink  rum  or 
other  strong  liquors  to  excess,  to  jest  or  talk  idly.27 

Further  admonition  is  offered  that  none  should  be  allowed  to 
enter  into  marriage  without  notification  being  given  the  meeting, 
and  its  assent  received.  The  young  shall  not  answer  their  parents 
“forwardly  or  crossly”  but  “soberly  and  modestly;”  parents  are 
to  watch  carefully  to  bring  up  children  to  use  the  plain  language, 
avoid  “ranting  games,”  the  “corrupt  and  vicious  customs,  practices 
and  vain  fashions  of  this  wicked  world?”  wearing  plain  apparel,  and 
to  keep  them  (children)  “out  of  evil,  vain,  and  loose  company 
which  greatly  tends  to  corrupt  them.”28  In  1729,  guardians  and 
masters  were  advised, 

that  they  induce  them  to  read  the  Holy  Scriptures, to  be  frequent  at  Meet¬ 
ings,  and  keep  them  from  loose,  wanton  and  vain  books,  and  vicious  com¬ 
pany.  .  .and  at  proper  time  after  suitable  learning  (Reading  and  writing  at 
least)  put  them  to  some  lawful  employment  or  trade. 

In  1716  it  was  * 

advised,  that  care  be  taken  to  prevent  Friends  Children,  and  all  professing 
truth  from  going  to,  or  being  anyways  concerned  in  plays,  games,  lotteries, 
musick,  and  dancings.29 

In  1719  the  meeting  approved 

that  such  be  dealt  with  as  run  races  either  on  horseback  or  on  foot,  lay 
wagers  or  use  any  gaming  or  needless  and  vain  sports  or  pastime. 

In  1721  the  Advices  of  the  Yearly  Meeting  stated  that  no  Friends  suffer 
romances,  play  books,  and  other  vain  and  idle  pamphlets  in  their  houses,  or 
families,  which  tend  to  corrupt  the  minds  of  youth;  but  instead  that  they 
excite  them  to  the  reading  of  the  Holy  Scriptures  and  other  good  and  re¬ 
ligious  books.30 

Not  only  was  the  reading  of  pernicious  books  striven  against, 
but  the  Society  also  took  measures  to  control  the  publication  of 
new  books.  The  attitude  of  Friends  in  the  eighteenth  century 
was  in  favor  of  a  censorship  on  books  to  be  put  out  by  their  mem¬ 
bers.  Thus  in  1709: 

The  care  of  the  press  being  recommended  to  Philadelphia  Monthly  Meeting, 
a  committee  of  eight  Friends,  any  five  of  whom  are  desired  to  take  care  to 

^Philadelphia  Yearly  Mtg.  Advices,  25.  2SIbid .,  28. 

29Advices  of  Phila.  Yearly  Meeting,  (Ms.)  71.  30Advices,  219. 


22 


Quaker  Education  in  New  Jersey 


peruse  all  writings  or  manuscripts  that  are  intended  to  be  printed,  before  they 
go  to  the  press,  with  power  to  correct  what  may  not  be  for  the  service  of 
Truth,  otherwise  not  to  suffer  any  to  be  printed.31 

The  advices  contain  further  references  of  similar  nature  for  1718, 
1719,  1722  and  1771.  That  of  1718,  added,  however, 

That  they  take  care  to  deal  with  such  as  disorderly  persons,  who  shall  print 
or  publish  any  books  or  writings,  which  have  not  been  approved  of,  by  the 
Friends  appointed  by  this  Meeting  for  that  service.32 

From  the  above  prohibitions,  and  especially  those  referring  to 
books,  we  may  expect  a  careful  selection  to  be  made  of  textbooks 
in  the  schools.  Preference,  it  appears,  was  always  given  to  those 
prepared  by  members,  if  theFe  were  any  in  the  field,  and,  no  matter 
what  the  source,  they  were  judged  favorably  or  unfavorably  as 
they  contained  good  “moral  pieces,”  or  not.  Lindley  Murray,  a 
member  of  the  Society,  prepared  a  number  of  books  which  were 
popular  in  their  schools.33  The  sentiments  which  he  expressed 
often  in  the  introductions,  as  well  as  the  “pieces”  incorporated  in 
the  texts,  are  evidence  of  the  harmony  of  his  views  with  those  of 
the  Society.  In  one  book  he  says: 

Judicious  parents  and  tutors  who  feel  the  importance  of  a  guarded  educa¬ 
tion  will  find  it  incumbent  upon  them  to  select  for  their  children  and  pupils 
such  writings,  both  in  prose  and  poetry,  as  are  proper  for  their  perusal;  and 
young  persons  will  evince  their  virtue  and  good  sense,  by  cordially  acquiescing 
in  the  judgment  of  those  who  are  deeply  interested  in  their  welfare.  .  ,34 

Though  the  minutes  of  local  meetings  bear  witness  to  the  fact 
that  schools  were  often  established  at  an  early  date  after  settle¬ 
ment,  it  did  not  become  an  urgent  concern  of  the  Yearly  Meeting 
until  near  the  middle  of  the  iSth  century,  at  which  time  specific 
suggestions  begin  to  have  more  space,  and  the  prohibitions  less. 
That  is,  the  program  appears  to  be  more  active  than  passive; 
positive  rather  than  negative. 

The  encouragement  of  schools  was  brought  before  the  Yearly 
Meeting  in  1746  and  the  following  advice  was  agreed  necessary 
to  be  sent  out  to  the  lower  meetings : 

We  desire  you  in  your  several  monthly  meetings  to  encourage  and  assist 
each  other  in  the  settlement  and  support  of  schools  for  the  instruction  of  your 

nMs.  Advices  of  Philadelphia  Yr.  Mtg.,  9. 

32That  of  1719  specified  such  books  or  writings,  “tending  to  raise  contention 
or  occasion  Breach  of  Unity  among  Brethren  .  .  .  .”  Ibid. 

33See  pages  32off.  ^Introduction  to  the  Sequel  to  The  English  Reader  (1831). 


Quaker  Educational  Policy 


23 


children  at  least  to  read  and  write,  and  some  further  useful  learning  to  such 
whose  circumstances  will  permit;  and  that  you  observe  as  much  as  possible 
to  employ  such  masters  and  mistresses,  as  are  concerned  not  only  to  instruct 
your  children  in  their  learning,  but  are  likewise  careful  in  the  wisdom  of  God, 
and  a  spirit  of  meekness,  gradually  to  bring  them  to  a  knowledge  of  their  duty  to 
God,  and  one  another,  and  we  doubt  not  such  endeavors  will  be  blessed  with 
success;  And,  on  the  contrary,  we  think  there  is  too  much  cause  to  apprehend 
that  some  children  by  the  evil  example,  and  bad  principles  of  their  school¬ 
masters  have  been  leavened  with  those  principles  which  have  led  them  to  bad 
practices  in  the  course  of  their  lives.  We  also  exhort  you  to  bring  up  your 
children  to  some  useful  and  necessary  employment  under  the  care  of  honest 
friends,  that  they  may  not  spend  their  precious  time  in  idleness,  which  is  of 
evil  example,  and  an  inlet  to  vice  and  extravagance,  and  naturally  leads  to  a 
familiarity,  and  friendship  with  the  world  and  to  a  conformity  therewith,  and 
often  into  hasty,  and  imprudent  marriages,  by  which  they  are  rendered  un¬ 
happy  in  this  life  and  in  great  danger  of  failing  to  attain  to  eternal  happiness 
hereafter.35 

The  above  advice,  though  expressing  the  purpose  of  the  meeting 
clearly  enough,  did  not  indicate  so  definitely  how  it  might  be 
realized  practically.  Therefore,  a  few  years  later,  (1750)  it  was 
concluded  that  in  order 

.  .  .To  enforce  the  consideration  of  the  importance  of  training  up  our 
youth  in  useful  learning  under  the  tuition  of  religious  prudent  persons  as 
schoolmasters,  and  giving  it  as  their  opinion  as  the  most  likely  means  to  in¬ 
duce  such  persons  to  undertake  the  business  will  be  to  have  some  certain  in¬ 
come  fixed,  in  consideration  of  which  they  should  be  obliged  to  teach  so  many 
children  on  behalf  of  each  monthly  meeting,  as  the  said  meeting  shall  judge 
adequate  to  the  salary,  and  that  no  person  should  receive  the  benefit  of  the 
salary  without  the  appointment  of  said  meeting.  .  . 

This  advice  was  sent  out,  and  again  in  the  year  following,  the 
meetings  were  urged,  “as  fully  as  their  present  circumstances  will 
permit”  to  put  it  into  practice.  In  1753  each  lower  meeting  was; 
requested  to  appoint  a  committee  to  collect  information  concern¬ 
ing  legacies  and  donations  that  had  been  made  for  all  charitable 
purposes,  and  make  a  report  thereon  to  the  Yearly  Meeting.36 

It  may  be  well  at  this  point  to  state  that  all  suggestions  did  not 
arise  in  the  central  organization.  Many  of  the  Quarterly  Meetings 
being  stirred  by  earlier  advices,  and  realizing  their  own  short 
comings  so  far  as  good  schools  were  concerned,  communicated 
with  the  Yearly  Meeting  urging  that  its  assistance  was  necessaty. 


33  Ms.  Advices,  22 1. 


36 1  bid.,  223. 


24 


Quaker  Education  in  New  Jersey 


Thus  Burlington  in  1777  asked  her  Monthly  Meetings  to  consider 
the  educational  situation  and  make  report  to  the  next  meeting.37 
Replying  thereto  a  few  months  later  Burlington  Monthly  Meeting 
advised  that 

schools  under  the  religious  care  of  Friends  and  regularly  visited  will  be  very 
beneficial;  and  we  propose  it  to  the  Quarterly  to  recommend  the  subject  to  the 
deliberate  consideration  of  the  Yearly  Meeting  in  order  that  the  concern  may 
spread38.  .  . 

At  the  same  meeting  the  following  communication  was  pre¬ 
pared  for  the  Yearly  Meeting: 

The  consideration  of  establishing  of  schools  coming  again  before  the  meeting 
it  is  agreed  that  the  same  be  recommended  to  the  consideration  of  the  next 
year’s  meeting  in  the  words  following:  ‘Dear  Friends,  as  our  minds  are 
affected  with  a  concern  for  the  welfare  of  the  rising  youth,  the  education  of 
whom  we  have  sorrowfully  to  observe  is  often  entrusted  to  improper  Tutors  and 
generally  too  much  exposed  to  corrupt  company,  whence  bad  impressions  are 
made  on  their  tender  minds,  and  many  evil  habits  contracted  tending  to  pro¬ 
duce  the  disorders  so  frequently  complained  of  in  more  advanced  life — We 
have  thought  it  best  to  propose  that  a  matter  so  important  in  its  nature  and 
extensive  in  its  consequences  may  be  again  taken  under  the  solid  consideration 
of  the  body,  hoping  benefit  may  arise  therefrom,  and  perhaps  some  plan  for 
the  right  education  of  our  offspring  formed,  whereby  they  may  generally  come 
under  the  regular  notice  and  management  of  Friends,  agreeable  to  that  good 
order  for  which  our  religious  society  in  other  respects  is  conspicuous.’ 39 

In  1777-8  the  concern  of  the  central  organization  for  education 
was  still  further  made  known,  and  a  committee  was  appointed 
which  reported  in  1778.  One  of  the  signers  of  this  report  was 
Anthony  Benezet,  whose  important  influence  we  have  already  re¬ 
ferred  to.  Essential  portions  of  these  “Observations  relating  to 
the  establishment  of  Schools”  are  given  below: 

It  is  the  opinion  of  the  Committee  that  Friends  having  united  with  others  in 
employing  such  persons  for  masters  who  have  not  submitted  to  the  operation 
of  truth,  hath  had  a  tendency  to  strengthen  a  disposition  in  our  youth  to 
avoid  the  cross,  and  unite  with  a  spirit  of  the  world  .  .  . 

The  Committee  finds,  upon  investigation,  that  the  previous  advices,  par¬ 
ticularly  since  1750,  have  not  been  sufficiently  followed,  and  ‘very  little  has 
been  effectually  done  therein.’  We,  therefore,  think  it  necessary  that  it  be 
recommended  to  the  Quarterly  and  from  thence  to  the  Monthly  and  Prepara¬ 
tive  Meetings,  that  the  former  advice  of  collecting  a  fund,  for  the  establish¬ 
ment  and  support  of  schools,  under  the  care  of  a  standing  Committee  appointed 


37Min.  Burlington  Q.  Mtg.,  26  V,  1 777. 
3SIbid.,  25/VIII/1777.  3dIbid. 


Quaker  Educational  Policy 


25 


by  the  several  monthly  or  particular  meetings,  should  generally  take  place, 
and  that  it  be  recommended  by  the  Yearly  Meeting  to  Friends  in  each  Quarter 
to  send  up  the  next  year  an  account  of  what  they  have  done  therein.  And  we 
also  think  it  necessary  that  this  weighty  concern  should  in  future  become  the 
continued  care  of  the  Yearly  Meeting  by  an  annual  query,  that  so  the  matter 
may  rest  in  a  solid  foundation,  and  every  possible  encouragement  and  assist¬ 
ance  may  be  afforded.  .  .in  the  settlement  of  schools,  providing  masters,  etc., 
throughout  the  whole  extent  of  the  Yearly  Meeting. 

.  .  .that  within  each  meeting  wdiere  the  settlement  of  a  .school  is  necessary, 
a  lot  of  ground  be  provided,  sufficient  for  a  garden,  orchard,  grass  for  a  cow, 
etc.,  and  that  a  suitable  house,  stable,  etc.,  be  erected  thereon.  .  .Such  a 
provision  would  be  an  encouragement  for  a  staid  person,  with  a  family,  who 
will  be  likely  to  remain  a  considerable  time,  perhaps  his  whole  life  in  the 
service. 

This  would  make  it  unnecessary  to  bargain  with  transient  single  men  of 
doubtful  character;  and  it  would  not  be  necessary  to  ‘board  the  master  from 
one  house  to  another.’ 

The  giving  proper  encouragement  to  such  teachers  as  are  capable  by  ex¬ 
ample  and  precept  to  promote  the  growth  of  piety  and  virtue;  as  well  as  due 
instruction  in  our  youth,  and  are  likely  to  continue  in  the  service,  would  be 
attended  with  further  advantages  as  well  from  the  experience  the  teachers 
would  necessarily  gain,  as  the  opportunity  they  would  have  of  training  up  lame 
children  and  such,  who  in  other  respects  may  be  incapable  of  supporting  them¬ 
selves  by  labor,  to  be  educated  and  qualified  to  serve  as  schoolmasters;  a 
consideration  well  worthy  our  particular  care,  as  well  from  duty  as  interest. 
The  benefit  of  the  youth  and  the  means  of  a  comfortable  living  for  the  master 
may  be  increased  by  the  conveniency  which  might  be  made  for  boarding  some 
children,  under  his  care,  whose  distant  situation  might  otherwise  impede  their 
instruction. 

And,  if  to  what  has  been  proposed,  Friends  were  willing  to  add  the  pro¬ 
moting  a  subscription,  towards  a  fund,  the  increase  of  which  might  be  em¬ 
ployed  in  paying  the  master’s  salary,  if  necessary,  and  promoting  the  educa¬ 
tion  of  the  poorer  Friends’  children;  such  a  fund  though  it  might  be  but 
small  in  the  beginning,  being  a  fixed  object,  would  draw  the  attention  of 
Friends  to  contribute,  whereas  so  long  as  there  is  no  beginning  made,  this 
weighty  service  is  neglected  by  many  who  would  be  glad  of  giving  encourage¬ 
ment  to  so  necessary  and  good  a  work.40 

The  advices  of  the  committee,  from  which  the  above  extracts 
are  made,  were  repeated  often  after  1778.  From  the  minutes  of 
various  quarterly  and  monthly  meetings  in  New  Jersey,  and  also  in 
Pennsylvania41  it  seems  that  this  advice  was  seriously  regarded 


40Min.  Phila.  Yr.  Mtg.,  1778,  qioff. 

41Woody:  Early  Quaker  Education  in  Pa.,  23T 


26 


Quaker  Education  in  New  Jersey 


and  resulted  in  the  settling  of  schools,  whereas  before,  only  ir¬ 
regular  efforts  were  to  be  observed. 

Complying  with  the  Yearly  Meeting’s  suggestions,  Burlington 
recommended  to  the  several  monthly  meetings  that  they  appoint 
committees  to  consider  establishing  schools,  and  also  appointed  a 
quarterly  meeting’s  committee  to  cooperate  with  them,  “that  the 
important  work  may  go  forward  as  speedily  as  may  be.”42  The 
next  year  the  following  report  was  made  on  the  status  of  schools 
within  Burlington  Quarter. 

We  the  Committee  appointed  by  the  Quarterly  Meeting  on  the  subject  of 
establishing  of  schools  agreeable  to  the  advice  of  the  Yearly  Meeting,  have 
several  times  met  together  with  a  number  of  the  committees  of  the  several 
monthly  meetings  appointed  on  the  same  service  and  have  taken  that  matter 
under  our  weighty  consideration.  In  the  course  of  our  deliberations  and  ex¬ 
amination  into  what  has  been  done,  we  find  that  in  divers  places  regulations 
agreeable  to  the  Yearly  Meeting’s  advice  have  taken  place  and  that  there  is 
reason  to  hope  this  concern  will  more  and  more  increase;  yet  difficulties  are  in 
the  way  in  divers  respects  particularly  a  want  of  Proper  Masters  and  Friends 
still  employing  in  some  places  masters  who  are  not  subject  to  Friends’  rules. 
As  far  as  we  can  find  there  are  about  six  schools  necessary  in  Burlington 
Monthly  Meeting,  five  of  which  are  provided  for  with  masters  who  are  Friends, 
in  Mount  Holly  about  six,  and  only  one  teacher  provided — in  Chesterfield 
about  five  schools  and  two  provided  with  masters — At  Egg-Harbor  two, 
neither  of  which  are — and  at  Kingwood  and  Hardwick  two  schools  and  one 
master  wanting43.  .  . 

In  1783,  the  minutes  inform  that  “The  Yearly  Meeting’s  ad¬ 
vice  of  1778  has  not  in  all  places  taken  effect”  and  therefore  it 
was  urged  again  and  asked  that  reports  be  made  the  next  year. 
They  then  reported  that 

they  believe  the  concern  is  kept  alive,  and  that  from  some  parts  there  is 
encouragement;  but  from  others  various  discouragements  arise.41 

Space  will  not  be  taken  here  to  follow  details  of  the  process  by 
which  many  local  meetings  managed  to  measure  up  to  the  standards 
suggested  in  1778,  as  that  phase  of  development  is  covered  in 
Chapters  Three,  Four,  Five  and  Six.  We  may,  however,  cite  one 
instance  as  an  example  of  the  fulfillment  of  the  design  by  a  Pre¬ 
parative  Meeting,  that  of  Upper  Springfield: 

.  .  .We  understand  that  Friends  of  the  Preparative  Meeting  of  Upper 
Springfield  have  erected  a  school  house  on  the  said  ground  and  have  it  in 


42 Min.  Burlington  Q.  Mfg.,  30/XI/1778. 

“Ibid.,  30/VIII/1779.  '  44Ibid.,  30/VIII/1784. 


Quaker  Educational  Policy 


27 


prospect  to  purchase  ground  contiguous  thereto,  the  better  to  accommodate  a 
school  there  intended  to  be  kept,  in  pursuance  of  the  plan  recommended  by  the 
Yearly  Meeting,  and  that  they  are  of  the  mind  if  the  title  now  about  to  be  re¬ 
viewed  should  be  taken  in  trust  for  the  members  of  the  Monthly  Meeting  of 
Upper  Springfield,  it  would  be  more  generally  satisfactory  to  them.45.  .  . 

While  the  advices  of  1778  succeeded  generally  in  bringing  about 
the  establishment  of  more  schools,  there  was  likewise  urged  a 
greater  attention  to  religious  training  in  the  home.  Burlington 
urged  in  1781,  that  they 

encourage  parents  and  those  who  have  the  guardianship  of  youth  in  the 
ancient  practice  of  collecting  their  children  and  families  for  religious  retire¬ 
ment,  especially  in  the  afternoon  of  the  first  days  of  the  week,  and  to  discourage 
the  visiting  and  rambling  about  on  that  day,  and  mixing  with  unprofitable 
company,  and  associating  with  each  other  in  an  unseemly  manner  and  at  un¬ 
seasonable  times46.  .  . 


Later  Policy 

Educational  policy  in  the  nineteenth  century  so  far  as  a  “guarded 
religious  education”  was  concerned,  continued  without  significant 
change.  So  far  as  the  curriculum  was  affected,  however,  one  may 
note  a  very  liberal  attitude  towards  the  study  of  science;  naturally, 
for  this  was  in  accord  with  the  realistic  point  of  view  already  noted. 
Let  us  give  our  attention  to  certain  more  significant  expressions  of 
the  Yearly  Meetings  of  the  Orthodox  and  Hicksite  branches  of 
the  Society. 

In  1832  the  Orthodox  Yearly  Meeting  noted  that  a  number  of 
monthly  and  preparative  meeting  schools  were  not  taught  by 
members,  and  appointed  two  members,  in  the  city  gf  Philadelphia, 
who  were  to  receive  requests  for  teachers  and  also  applications  for 
positions.47  Two  years  later  lower  meetings  were  asked  to  give 
specific  reasons  which  prevented  them  from  having  well-regulated 
schools  taught  by  exemplary  members  .  .  .  ”.48  The  answers 
were,  in  part,  as  follows: 

In  many  places,  one  general  obstruction  to  having  schools  taught  by  mem¬ 
bers,  under  the  care  of  Monthly  or  Preparative  Meetings,  is  the  scattered 
situation  of  the  families  of  Friends,  and  the  fewness  of  their  members,  which 
prevent  their  associating  together  in  the  support  of  schools  without  the  aid  of 

4hlbid.,  29/VIII/1791 ;  See  also  p.  98  for  a  fuller  account  of  Upper  Spring- 
field. 

46Min.  Burlington  Mo.  Mtg.,  3/XII/1781. 

47Yr.  Mtg.  Extracts  (Orthodox)  1832,  5-6. 


4SIbid.,  1834,  6-7. 


28 


Quaker  Education  in  New  Jersey 


their  neighbors.  Another  prominent  difficulty  is  the  want  of  suitably  quali¬ 
fied  persons  to  be  employed  as  teachers.  Another  cause  of  the  low  state  of 
education  is  the  remissness  of  many  parents  and  heads  of  families  in  a  religious 
concern  to  bring  up  their  children  and  those  under  their  care  in  conformity 
with  the  simplicity  of  the  truth  and  the  discipline  of  the  cross  of  Christ. 

The  great  difficulty  of  obtaining  exemplary  teachers,  in  membership  with 
Friends,  complained  of  in  most  of  the  reports,  is  believed  to  arise  principally 
from  the  circumstance  that  persons  of  suitable  literary  qualifications  are 
generally  induced  to  pursue  other  kinds  of  business.  Few  children  are  educated 
or  apprenticed  for  the  purpose  of  becoming  teachers,  and  few  opportunities 
are  furnished,  within -the  reach  of  the  limited  abilities  of  many  parents,  for 
giving  their  children  such  an  education  as  will  qualify  them  for  this  useful  and 
laudable  calling.  It  is  therefore  obvious,  that  until  Friends  are  more  generally 
impressed  with  the  importance  of  this  concern,  and  make  provision  for  supply¬ 
ing  the  deficiency,  and  a  greater  number  of  our  members  are  encouraged  to 
engage  in  the  business  of  teaching  school,  this  difficulty  is  not  likely  to  be 
remedied. 

From  the  causes  above  mentioned,  and  the  mixture  of  Friends  with  others  in 
the  support  of  schools,  the  latter  being  frequently  the  great  majority  of  a 
neighborhood,  the  influence  of  Friends  is  diminished,  and  perhaps  often  too 
easily  yielded  to  the  views  of  others,  in  the  employment  of  teachers  who  are  not 
likely  to  aid  concerned  parents  in  that  guarded  religious  care  over  the  youth, 
which  the  principles  of  Truth  and  our  discipline  require.  Yet,  it  should  be 
remembered,  that  the  local  detached  situation  of  Friends’  families  is  not  a 
greater  difficulty  in  the  way  of  establishing  well  regulated  schools,  agreeable  to 
the  recommendation  of  the  Yearly  Meeting  than  it  was  formerly,  when  those 
pressing  advices  were  so  repeatedly  given  by  the  body;  and  it  is  believed  that 
if  Friends  could  be  stirred  up  to  a  lively  zeal  for  the  real  welfare  of  the  rising 
generation,  means  would  be  found,  amidst  all  the  existing  difficulties  and  ob¬ 
structions,  for  the  advancement  of  this  righteous  concern  for  their  guarded 
religious  education,  both  at  home  and  at  school.  Greater  liberality  would  be 
manifested  towards  well  qualified  teachers  and  towards  providing  suitable 
school  houses  and  furnishing  them  with  proper  books ,  maps,  and  other  appa¬ 
ratus,  adapted  to  the  present  improved  state  of  education  in  useful  learning; 
and  thus  open  the  way  for  the  improvement  and  stability  of  our  primary 
schools.  Teachers,  with  families,  could  be  accommodated  with  dwellings, 
with  whom,  or  with  other  Friends  in  the  neighborhood  of  the  school,  the 
children  of  those  remotely  situated  could  be  boarded  at  a  moderate  rate. 

If  such  a  provision  for  meeting  the  wants  of  society  should  be  found  to  be 
too  expensive  for  a  Preparative  or  Monthly  Meeting,  it  might  become  the 
concern  of  the  Quarterly  Meeting.  Thus  all,  or  most  of  the  advantages  con¬ 
templated  by  the  Yearly  Meeting  would  be  realized  and  a  suitable  and  com¬ 
petent  education  be  attained  by  our  children,  under  the  eye  of  their  parents  or 
other  concerned  Friends.49 


™Ibid.,  7-8. 


Quaker  Educational  Policy 


29 


The  fad  for  manual  labor  institutions  likewise  came  in  for  a  share 
of  consideration  as  an  answer  to  the  perplexing  problem: 

Some  attention  has  been  given  to  the  subject  of  manual  labour  in  literary 
institutions,  and  it  is  believed  that  this  system  possesses  many  advantages, 
and  is  in  accordance  with  the  simplicity  of  our  religious  profession.  The 
tendency  thereof  is  to  preserve  the  health  of  the  students  by  furnishing  regular 
and  steady  exercise  and  forming  habits  of  industry  and  regularity,  which  are 
applied  to  their  studies.  The  present  most  common  methods  of  instruction  in 
public  schools  are  generally  admitted  to  be  defective,  so  that  many  parents 
object  to  sending  their  children  to  them;  alleging  that  from  the  manner  in 
which  the  hours  of  relaxation  from  study  are  most  usually  spent,  or  from  some 
other  cause,  many  manifest  a  strong  disinclination,  after  leaving  school, 
again  to  engage  in  manual  labour  employments.  This  objection  it  is  be¬ 
lieved,  will  be  in  some  measure  obviated  by  the  introduction  of  this  system, 
while  the  expense  will  be  decreased  as  the  product  of  each  scholar,  by  three  or 
four  hours  labour  per  day,  will  assist  in  his  support;  and  he  may  acquire  a 
practical  knowledge  of  agriculture,  or  some  mechanic  art,  that  may  be  of 
great  advantage  in  after  life.  This  method  of  instruction  is  believed  to  be 
worthy  the  consideration  of  Friends;  and  if  suitably  qualified  persons  were 
properly  encouraged  to  engage  therein,  it  would  prove  a  blessing  to  society.50 

In  1845  the  Meeting  expressed  through  its  committee  a  desire 
for  greater  uniformity  of  textbooks.  An  investigation  was  made, 
which  showed,  among  other  things,  that  arithmetic  was  taught 
from  twenty  different  texts  in  ninety  schools  which  replied;  and 
geography  was  taught  from  fourteen.  Uniformity  was  thought 
desirable  so  that  those  who  entered  a  higher  school  might  be  more 
equally  prepared.  Another  reason  for  uniformity  was  that  many 
books  in  use  contained  objectionable  material — i.  e.,  emphasis  on 
war  in  history;  and  inclusion  of  fiction  in  readers.  .In  the  dis¬ 
cussion  of  readers,  those  of  Lindley  Murray  are  said  to  “contain 
little  of  objectionable  matter.”51 

This  early  school  survey  also  gave  a  special  report  on  schools  in 
New  Jersey: 

Friends'  children  within  the  compass  of  Burlington  and  Haddonfield  Quarters 
are  nearly  all  located  within  reach  of  meeting  schools  or  of  those  taught  by 
members.  In  taking  a  general  view  of  Friends’  schools  under  the  care  of 
Meetings,  the  proportion  which  Friends’  children  bear  to  others  is  very  small, 
being  an  average  of  one  member  to  five  who  are  not.  The  literary  value  of 
these  schools  and  their  influence  on  our  children,  are  as  good  as  can  reasonably 
be  expected  from  mixed  schools. 


b0Ibid.,  9. 


b:Ibid.,  1845,  2-3;  see  also  p.  321,  Chapter  Eleven. 


30 


Quaker  Education  in  New  Jersey 


We  find  that  eighty-four  children  of  Friends  in  the  different  neighborhoods 
are  receiving  literary  instruction  in  family  schools,  being  an  increase  of  about 
one-third  since  our  last  report  that  thirty-one  are  at  Westtown. 

There  are  eight  schools  in  Burlington  Quarter  under  the  care  of  committees 
appointed  by  the  Monthly  or  Preparative  Meetings;  twelve  in  Haddonfield; 
two  in  Salem  and  two  in  Shrewsbury  and  Rahway.  The  teachers  in  all  these 
schools  but  two  are  members  of  our  religious  Society  and  competent  to  teach 
the  rudiments  of  an  English  education.  They  are  generally  paid  by  the 
quarter;  the  price  of  tuition  being  from  two  to  three  dollars — and  in  some 
cases  from  five  to  six  dollars  per  quarter.  The  books  used  in  the  schools  under 
the  care  of  Friends  are  nearly  the  same  as  heretofore  reported.  The  Holy 
Scriptures  are  in  general  read  in  them  daily.  In  some  they  are  used  as  a 
class  book,  and  in  others  are  read  but  once  or  twice  a  week.  The  children 
who  attend  schools  near  Friends  meeting  houses,  in  most  cases  attend  mid¬ 
week  meetings  and  some  of  the  others.  A  number  of  schools  are  located  at  too 
great  a  distance  from  the  meeting  house  to  admit  of  the  attendance  of  the 
scholars.52 

The  question  of  encouraging  Friends’  schools  so  as  to  avoid  the 
necessity  of  sending  children  to  the  public  schools  was  discussed  in 
1845  and  1853.  In  the  latter  year  a  ‘‘select”  education  was  urged, 
even  though  it  might  greatly  increase  the  expense  upon  parents, 
This  advice  was  repeated  from  time  to  time. 

As  it  is  of  serious  importance  to  the  proper  formation  of  the  character  of  our 
young  friends,  that  every  suitable  guard  should  be  placed  around  their  prin¬ 
ciples  and  morals,  it  is  the  unabated  concern  of  this  Meeting  that  Friends  may 
use  all  proper  efforts  to  place  their  children  in  schools  under  the  care  of  teachers 


2000 


1500 


1000 

500 


LC 

3 

0 

O 

10 

3 

0 

lO 

W5 

IO 

10 

0 

F- 

00 

00 

O 

Cl 

0 

00 

00 

GO 

00 

GO 

GO 

GO 

CO 

00 

00 

00 

0 

T-H 

1— < 

T— ■ 

1— < 

i—* 

r— 

tH 

r-H 

r— ' 

r— • 

In  the  figure  curve  I  shows  the  children  of  school  age,  five  to  sixteen  years,  in  Orthodox 
Friends  Meetings  belonging  to  Philadelphia;  II  shows  the  number  of  these  members  who  at¬ 
tended  the  monthly  or  preparative  meeting  schools.  Facts  presented  elsewhere  in  this  work 
show  that  in  a  great  many  instances  the  Friends  schools  were  patronized  more  by  outsiders 
than  by  members.  Figures  for  the  above  are  taken  from  the  Yearly  Meeting  Extracts,  Or¬ 
thodox  Friends. 


**Ibid.,  7-8. 


Quaker  Educational  Policy 


3i 


who  are  members;  and  where  it  is  not  practicable  to  support  a  public  school  in 
the  neighborhood  on  account  of  the  small  number  of  children,  we  should  en¬ 
courage  their  education  in  family  schools,  avoiding,  as  much  as  may  be  resorting 
to  the  district  schools.  Although  it  may  increase  the  cost  of  education, 
every  reasonable  sacrifice  should  be  made  by  Friends  for  the  best  welfare  of 
their  offspring,  there  being  no  object  to  which  a  portion  of  our  substance  can  be 
more  advantageously  applied  than  to  their  select  education  under  care  of 
religious  teachers.  The  subject  is  recommended  to  the  continued  weighty 
attention  of  Quarterly  and  Monthly  Meetings  and  to  Friends  at  large — reports 
-of  the  number  who  are  of  suitable  age  to  go  to  school  and  how  they  are  dis¬ 
posed  of  in  this  respect,  to  be  forwarded  next  year.53 

From  the  foregoing  it  appears  that  the  control  of  the  central 
organization  over  schools  became  greater  as  the  century  advanced. 
In  1891  a  committee  was  named  to  have  a  “fostering  care  over 
the  smaller  schools;”  this  committee  reported  in  1892, 

That  during  the  year  they  have  assisted  seventeen  schools,  one  less  than 
reported  last  year,  eight  of  the  nine  Quarterly  meetings  being  represented; 
three  hundred  and  twenty-four  children  have  been  in  attendance  at  these 
schools,  one  hundred  and  twenty-five  of  the  children  are  members  of  our 
society  and  nineteen  have  one  parent  a  member;  this  represents  a  total  in¬ 
crease  of  42  over  the  number  reported  last  year  and  an  increase  of  four  in  the 
number  of  those  who -are  members,  and  a  decrease  of  eight  who  have  one 
parent  a  member. 

It  is  apparent  that  a  majority  of  children  in  attendance  at  these  schools  are 
not  children  of  our  members,  and  while  it  increases  the  responsibility  upon 
committee,  Friends,  and  teachers  to  maintain  a  high  Christ  an  standard  for 
-our  schools,  it  is  gratifying  to  us  to  know  that  there  are  many  in  our  country 
neighborhoods  who  rightly  appreciate  the  important  bearing  a  guarded 
education  has  upon  the  character  of  their  children.  In  assuming  the  trust 
we  do,  it  is  earnestly  hoped  that  our  teachers  may  be  so  guided  and  directed  as 
to  become  safe  leaders  to  those  over  whom  they  are  placed.54 

The  graph  on  page  30  prepared  from  figures  given  in  the  ex- 
tracts  from  1846  to  1900  shows:  (I)  at  intervals  of  five  years,  the 
number  of  children  of  school  age  within  the  limits  of  the  meet¬ 
ings,55  and  (II)  the  number  of  them  who  attended  the  schools  of 
the  Society.56 

An  examination  of  the  minutes  of  the  Yearly  Meeting  of  Hick- 
site  Friends  for  the  nineteenth  century  reveals  a  very  similar  at¬ 
titude  prevailing  regarding  the  “guarded  religious  education.” 

53 I bid.,  1853,  17-18.  54 Ibid.,  1892,  25. 

55“School  age”  here  meant  from  5  to  16  years. 

56These  figures  are  for  the  Yearly  Meeting  of  Orthodox  Friends  at  Phila¬ 
delphia,  which  included  the  Quarterly  Meetings  of  New  Jersey. 


32 


Quaker  Education  in  New  Jersey 


In  1832  the  meeting  was  brought  “into  exercise  in  relation  to  that 
part  of  the  education  of  our  youth,”  and  “Friends  were  encouraged 
to  promote  a  guarded  care  over  them  by  employing  exemplary 
teachers.”57  In  1833  a  separate  committee  was  formed  to  deliber¬ 
ate  on  the  state  of  schools  and  to  gather  more  information  by 
visiting  them,  being  charged  to  make  such  proposals  as  would  help 
to  promote  school  education.58  The  following  extracts  are  taken 
from  their  report  made  in  1834: 

In  many  places,  one  general  obstruction  to  having  schools  taught  by  mem¬ 
bers,  under  the  care  of  Monthly  or  Preparative  Meetings,  is  the  scattered 
situation  of  the  families  of  Friends  and  the  fewness  of  their  numbers,  which 
prevent  their  associating  together  in  the  support  of  schools  without  the  aid 
of  their  neighbors.  Arother  prominent  difficulty,  is  the  wsnt  of  suitably 
qualified  persons  to  be  employed  as  teachers.  Another  cause  of  the  low  state 
of  education,  is  the  remissness  of  many  parents  and  heads  of  families  in  a 
religious  concern  to  bring  up  their  children  and  those  under  their  care  in  con¬ 
formity  with  the  simplicity  of  the  Truth  and  the  discipline  of  the  cross  of 
Christ. 

The  great  difficulty  of  obtaining  exemplary  teachers,  in  membership  with 
Friends,  complained  of  in  most  of  the  Reports,  is  believed  to  arise  principally 
from  the  circumstance,  that  persons  of  suitable  literary  qualifications  are 
generally  induced  to  pursue  other  kinds  of  business.  Few  children  are  edu¬ 
cated  or  apprenticed  for  the  purpose  of  becoming  teachers,  and  few  oppor¬ 
tunities  are  furnished,  within  the  reach  of  the  limited  abilities  of  many  parents, 
for  giving  their  children  such  an  education  as  will  qualify  them  for  this  use¬ 
ful  and  laudable  calling.  It  is  therefore  obvious,  that  until  Friends  are  more 
generally  impressed  with  the  importance  of  this  concern,  and  make  provision 
for  supplying  the  deficiency,  and  a  greater  number  of  our  members  are  en¬ 
couraged  to  engage  in  the  business  of  teaching  school,  this  difficulty  is  not 
likely  to  be  remedied.59 

As  was  noted  in  the  case  of  the  Orthodox  Meeting,  the  utility  of 
manual  labor  institutions  was  here  commented  upon,  but  no  action 
taken. 

Though  reports  made  after  1834  indicate  some  improvement 
made  in  supplying  new  schools,  that  of  1851  shows  rather  a  small 
proportion  of  members  attending  the  Quaker  Schools.  The  report 
for  1851  stated  that: 

The  Committee  does  not  yet  feel  prepared  to  make  a  final  report,  but  they 
are  united  in  recommending,  at  the  present  time,  that  Friends,  in  their  re¬ 
spective  neighborhoods,  be  encouraged  to  maintain  schools  under  their  own 

57 Extracts  Phila.  Yr.  Mtg.  (Hicksite)  1832,  5-6.  b8Ibid.}  1833,  4. 

50Ibid.,  1834,  5-10. 


Quaker  Educational  Policy 


33 


control,  in  such  a  manner  as  will  make  them  equal,  or  superior,  to  the  Public, 
and  other  schools  around  them.  And  also,  that  the  attention  of  Friends, 
generally,  and  particularly  those  remotely  situated,  be  especially  directed  to 
Family  Schools. 

The  Committee,  early  after  its  organization  addressed  a  series  of  inter¬ 
rogatories  to  the  several  Meetings  composing  this  Yearly  Meeting;  and,  al¬ 
though,  in  consequence  of  the  different  interpretations  given  to  these  questions, 
the  numbers  given  below  cannot  be  regarded  as  strictly  accurate,  the  returns 
made  show,  however,  that  there  are  at  least  4,500  children  of  the  members  of 
this  yearly  Meeting  requiring  school  education;  and  most  of  them  are,  prob¬ 
ably,  sent  to  schools  of  some  kind.  From  the  reports  received,  it  appears 
that  of  these  4,500  children,  two  thousand  six  attend  Public  Schools,  and  998 
only  are  educated  in  schools  under  the  care  of  the  Society.  The  Committee 
would  urge  the  attention  of  Friends,  generally,  to  this  weighty  subject;  and, 
with  the  approbation  of  the  Yearly  Meeting,  believe  that  further  service  may 
be  required  of  them.60 

In  1852  a  report  was  made,  designed  to  set  forth  the  cause  of 
the  failure  indicated  in  the  report  above,  as  also  a  suggestion  for  a 
satisfactory  solution  of  the  problem.  The  report  comments  on 
the  fact  that  Friends  are  giving  an  amount  of  encouragement  to 
the  public  school  system  “which  must  materially  influence  the 
prosperity  of  schools  of  Friends  .  .  .  ”61  Continuing,  the  report 
stated : 

The  committee  believe,  that  in  proportion  as  Friends  cooperate  with  the 
public  authorities,  in  their  present  system  of  education,  our  own  schools  will 
continue  to  decline,  and  at  no  distant  period  we  may  find  ourselves  compelled 
to  withdraw  from  such  cooperation,  or  submit  to  regulations  adverse  to  the 
principles  we  profess. 

During  the  consideration  of  this  deeply  interesting  subject,  various  views 
have  been  presented  to  the  committee.  Many  Friends  believe,  that  if  our 
different  meetings  would  adopt  for  their  own  members  a  system  of  general 
instruction,  at  the  common  expense,  it  would  go  far  to  remove  the  evils,  and 
meet  the  wants  of  Friends  generally,  throughout  the  Yearly  Meeting. 

We  therefore  propose  that  the  Yearly  Meeting  recommend  the  formation  in 
each  Monthly  and  Preparative  Meeting,  as  way  opens,  of  a  fund  for  the  in¬ 
troduction  of  a  Free  School  System,  for  the  children  of  members.  Each 
neighborhood  is  best  qualified  to  judge  of  its  own  wants;  and  in  proportion  to 
the  interest  felt,  will  be  the  advance  towards  the  establishment  of  the  system. 
It  is  believed  by  many  Friends,  that  if,  in  every  meeting,  a  fund  was  com¬ 
menced,  additions  would  be  made  from  time  to  time,  by  Friends  interested  in 
the  subject,  until  in  due  season  the  fruit  would  be  manifested  by  the  intro¬ 
duction  of  schools,  which  wyould  remove  the  pecuniary  motive  for  sending  our 


G0Ibid.,  1851,  8-9. 

61See  Chapter  Thirteen  on  relation  of  Quaker  to  Public  Schools. 


34 


Quaker  Education  in  New  Jersey 


children  elsewhere.  In  this  safe  manner  may  the  gratuitous  plan  of  educa¬ 
tion  be  brought  to  the  attention  of  Friends  in  their  smaller  meetings,  and  thus 
our  members  may  look  forward  with  hope  to  a  period,  more  or  less  distant, 
according  to  circumstances,  when  the  children  of  Friends  shall  be  educated  as 
one  family;  when  the  temptation  now  strongly  presented  to  surrender  the 
plastic  mind  of  infancy  to  the  forming  hand  of  the  stranger,  shall  measurably 
cease,  and  the  necessitous  shall  find  no  obstacle  to  the  guarded  and  liberal 
tuition  of  their  offspring.62 

Definite  steps  were  taken,  also,  to  encourage  persons  to  prepare 
for  the  business  of  teaching.  In  1855  the  report  informed  that 
$5,250  had  been  spent  for  the  furtherance  of  this  object,  and  that 
upon  receipt  of  another  application  $54  was  raised  by  voluntary 
contribution  in  order  to  send  young  women  to  school.63 

In  1873  a  report  was  presented,  stating  the  past  interest  of  the 
Society  in  education  and  recommending  the  appointment  of  a 
standing  committee  on  education,  which  should  give  assistance  to 
schools  throughout  the  Yearly  Meeting: 

From  the  early  settlement  of  this  part  of  the  country  Friends  have  been  in¬ 
terested  in  the  proper  education  of  their  children.  School  houses  were  built, 
and  schools  established  in  nearly  all  of  the  Meetings  belonging  to  this  Yearly 
Meeting;  and,  in  some  instances,  liberally  provided  for;  of  latter  years  some 
of  these  houses  have  been  occupied  for  public  schools,  not  under  the  care  of  the 
Society,  and  others  have  been  abandoned  and  the  property  gone  to  ruin. 

We  feel  this  condition  of  things  should  not  be  allowed  to  continue;  but  that 
Friends  should  be  aroused  to  the  importance  of  providing  schools  where  our 
children  may  receive  a  guarded  education  under  the  care  of  the  Society; 
that  thus  in  early  life  they  may  be  assisted  in  becoming  acquainted  with  the 
simple  truths  as  professed  by  us,  and  have  the  advantage  of  the  moral  and 
religious  training,  which  has  ever  characterized  this  People. 

We,  therefore,  recommend  that  Monthly  and  Preparative  Meetings  give 
special  attention  to  the  establishment  of  schools  under  their  care;  that  they 
may  become  successful,  they  should  be  of  such  a  character,  that  they  would  be 
sought  after  by  Friends  and  others. 

This  can  be  accomplished  by  selecting  good  teachers;  by  making  the  school¬ 
rooms  attractive  and  comfortable,  and  furnishing  them  with  the  modern 
appliances  for  instruction. 

The  price  of  tuition  should  be  moderate,  but  remunerative;  to  obtain  the 
services  of  qualified  teachers,  liberal  salaries  must  be  paid;  and  these  should 
not  be  made  dependent  exclusively  upon  the  receipts  of  the  schools,  but 
should  be  guaranteed  the  teachers  by  the  meetings  which  appoint  them. 

62Extracts  Phila.  Yr.  Mtg.  (Hicksite),  1852,  13-15. 

e3Ibid.,  1855,  5-6;  this  fund  was  used  for  educating  women  who  expected 
to  become  teachers. 


Quaker  Educational  Policy 


35 


And,  we  further  recommend,  that  the  Yearly  Meeting  appoint  a  Committee 
to  give  attention  to  the  subject  as  way  opens;  and  that  said  Committee  have 
authority  to  draw  on  the  Treasurer  for  money  to  assist  in  aiding  such  schools,  as 
in  its  judgment,  may  require  help.64 

The  committee  on  education,  appointed  in  accord  with  the  fore¬ 
going  suggestion,  took  charge  of  all  educational  work.  In  1881 
they  broached  the  subject  of  a  General  Superintendent  over  the 
schools.65 

In  1887  the  report  commented  on  the  holding  of  teachers  meet¬ 
ings,  as  follows: 

The  practice  of  former  years,  of  holding  conferences  of  Parents,  Teachers  and 
School  Committees,  at  Fifteenth  and  Race  Streets,  Philadelphia,  has  been 
continued;  three  having  been  held  during  the  past  winter.  There  has  been 
no  evidence  of  any  abatement  of  interest. 

The  subjects  considered  were: 

1st.  Teaching  as  a  profession  and  how  to  prepare  for  it. 

2nd.  What  are  the  best  methods  of  cultivating  in  children  a  taste  for  the 
study  of  natural  objects? 

3rd.  Well  equipped  schools,  their  cost  and  value. 

4th.  Methods  of  teaching  Geography  in  the  Primary  Classes. 

5th.  What  constitutes  a  suitable  preparation  for  a  course  of  study  in 
Science? 

6th.  The  necessity  and  means  of  educating  the  will. 

7th.  The  first  and  last  fifteen  minutes  of  a  school  day.66 

In  1888,  the  following  comment  was  made  on  the  establishment 
of  the  “visiting  teacher:’’ 

The  main  features  of  the  work  have  not  much  varied  from  that  of  former 
years,  excepting  that  in  place  of  having  several  persons  giving  a  portion  of  their 
time  in  delivering  lectures  to  the  Schools,  as  last  year,  it  wTas  thought  best  to 
employ  an  experienced  teacher  to  devote  all  of  his  time  to  the  interest  of 
Friends’  Schools,  listen  to  the  recitations,  and  confer  and  counsel  with  the 
teachers  and  School  Committees,  having  in  view  the  substantial  improvement 
of  all  the  schools. 

For  these  duties  in  Sixth  month  last,  the  Committee  employed  Henry  R. 
Russell,  for  many  years  principal  of  Deptford  School,  Woodbury,  N.  J.  He 
at  once  entered  upon  the  work,  and  we  think  has  given  efficient  service,  and 
has  labored  acceptably  in  the  line  of  his  appointment.  Nearly  all  the  Schools 
have  been  visited  many  times  by  him,  and  illustrated  talks  to  the  number  of 
nearly  two  hundred  have  been  given  to  the  children,  a  portion  of  the  School 
Committees  and  other  Friends  often  being  present.  It  is  believed  that  these 
illustrations  of  scientific  truths  by  simple  experiments  may  be  made  invaluable 
to  the  pupils,  by  increasing  their  interest  in  the  studies  to  which  they  relate, 

MIbid.,  1873,  9-10.  65 Ibid. ,  1881,  9-1 1.  66Ibid.,  1887,20-23. 


36 


Quaker  Education  in  New  Jersey 


by  inciting  in  them  a  desire  for  investigation,  and  by  enlivening  the  ordinary 
routine  of  school  work.  Owing  to  the  isolated  position  of  many  of  our  schools, 
the  teachers  have  little  if  any  opportunity  for  observing  the  work  of  others, 
and  when  the  teachers  are  young  and  inexperienced,  the  advice  and  sympa¬ 
thetic  help  of  a  visiting  teacher  should  strengthen  and  encourage  them.  67 

A  desire,  often  expressed  before,  was  likewise  renewed  that, 

Something  should  be  done  looking  to  the  establishment  among  Friends  of  a 
training  school  for  those  of  our  members  who  contemplate  teaching  in  order 
that  they  may  understand  the  science  and  art  of  education,  the  nature  of 
mental  and  moral  development,  and  what  constitutes  a  guarded  religious 
education  as  contemplated  by  our  discipline.68 

A  similar,  progressive,  note  is  sounded  in  the  following  extract 
from  a  pamphlet  entitled  Religious  Instruction  in  our  Schools: 


55 


50 


4500  45 


4000  40 
3500  35 


3000  30 


2500  25 


2000  20 


1500  15 


1000  io 
500  5 


0 

10 

0 

id 

O 

10 

O 

0 

IO 

0 

»o 

0 

n 

10 

«o 

CO 

co 

r- 

00 

00 

OS 

OS 

0 

00 

00 

00 

00 

00 

00 

00 

00 

00 

00 

00 

00 

00 

OS 

t-H 

t-H 

i-t 

t-H 

t-H 

T-H 

t-H 

t-H 

»— * 

^H 

^H 

T-H  T— « 

rH 

In  the  graph  curve  I  shows  schools  reported  by  quarterly  meetings,  according  to  the  stand¬ 
ards  set  by  the  yearly  meeting;  II,  the  number  of  schools  whose  teachers  and  pupils  attend¬ 
ed  mid  week  meeting;  III,  the  number  of  children  attending,  indicated  to  the  nearest  hun¬ 
dred;  and  IV,  the  children  of  members  attending  the  schools,  likewise  to  the  nearest  hundred. 
From  the  figures  taken  from  Extracts  of  Yearly  Meeting  Minutes  (Hicksite)  Philadelphia. 


67 Ibid.,  1 888,  21-25.  csIbid. 


Quaker  Educational  Policy 


37 


The  teachers’  subjects  are  not  Mathematics,  nor  Latin,  nor  Scripture,  nor 
Quakerism — they  are  boys  and  girls.  The  information  imparted  is,  in  a 
sense,  a  minor  matter;  the  growth  of  the  mind  that  assimilates  it  is  all-im¬ 
portant — growth  in  keenenss,  efficiency  and  power.  .  . 

To  the  Society  at  large  we  would  put  forward  this  view  that  the  principles 
urged  above  are  deserving  of  careful  consideration  in  making  any  forward 
move.  The  quality  of  the  teaching  given  in  our  schools  is  in  a  measure  in  the 
hands  of  Friends;  they  have  raised  admirable  buildings  in  many  places — 
these  are  a  small  matter  compared  with  the  character  of  the  staff.  The  fre- 
dom  of  the  teacher,  which  is  an  indispensable  condition  of  excellence  is  a  gift 
they  can  grant  or  withhold.  And  that  we  who  are  responsible  for  the  term  of 
school  life  may  have  the  best  chance  and  the  best  reward,  we  would  press 
upon  Friends  the  need  of  laying  foundations  and  awakening  interest  in  the 
days  of  childhood,  and  of  turning  to  best  account  the  powers  of  those  who  go 
forth  from  our  schools.69 

In  connection  with  statements  mentioned  above  it  will  be  of 
interest  to  refer  to  the  graph  on  page  36  which  shows  salient 
points  in  Quaker  school  history  (Hicksite)  during  the  last  half  of 
the  nineteenth  century.  From  an  examination  it  is  clear  among 
other  things,  that:  (1)  the  number  of  schools  declined  slightly 
during  the  period;  (2)  the  number  attending  them,  however, 
increased  until  1891 — this  increase  was  possibly  due  to  the  im¬ 
provement  of  schools  that  came  with  greater  centralization  of 
control;  (3)  the  number  of  members’  children  attending,  though 
regular,  was  always  small  compared  with  that  of  non-members. 

The  study  of  Quaker  educational  philosophy  and  practice  reveals 
the  fact  that  they  were  closely  in  accord.  The  individual  views  of 
such  prominent  men  as  Penn,  Barclay,  Woolman,  Benezet,  and 
others,  did  in  fact  shape  educational  policy  in  the  superior  meetings 
and  these  in  turn  influenced  the  local  organizations.  In  the  writ¬ 
ing  and  work  of  these  men  may  be  seen  a  decided  tendency  to 
combine  realistic,  pietistic  and  philanthropic  purposes  in  the 
service  of  education.  Due  to  several  factors,  there  arose  a  definite 
tendency  toward  greater  centralization  of  control  after  1778, 
which  was  still  more  strongly  accentuated  in  the  nineteenth 
century. 

69 Religious  Instruction  in  our  Schools  No.  9,  in  a  volume  of  pamphlets  issued 
by  the  Society  of  Friends. 


CHAPTER  III 

vSCHOOLS  OF  SHREWSBURY  QUARTER 

Shrewsbury  Quarterly  Meeting  was  established  in  1672  when  it 
was  agreed  that  “a  men’s  and  women’s  meeting  for  Shrewsbury 
and  Middeltowne  ...”  should  be  held  once  in  six  weeks,  and  to  be 
every  third  meeting  at  Middletowne.1  In  1681  it  became  a  part  of 
Philadelphia  Yearly  Meeting;  since  1833  the  Hicksite  branch  of 
the  Quarterly  Meeting  of  Shrewsbury  has  been  a  part  of  New 
York  Yearly  Meeting.  In  this  Quarterly  Meeting  we  are  con¬ 
cerned  with  the  monthy  meetings  of  Shrewsbury,  Woodbridge,  or 
Rahway  and  Plainfield  as  it  was  later  called,  Hardwick  and  Ran¬ 
dolph,  and  Kingwood  (later  Quakertown). 

A  meeting  was  established  at  Shrewsbury  in  1669  and  at  Amboy 
in  1686.  In  1686  it  was  agreed  to  hold  the  monthly  meeting  the 
third  fifth  day  in  every  month  at  Benjamin  Griffith’s  in  Wood- 
bridge.2  Meetings  were  also  held  for  Rahway  Friends  in  1707  in 
the  house  of  William  Robinson,  and  in  1742  at  the  house  of  Joseph 
Shotwell.  In  1757  a  meeting  house  was  built.  At  Plainfield 
meetings  were  held  at  John  Laing’s  until  the  meeting  house  was 
built  in  1731.  Mendham  Meeting  was  begun  in  1740  when  Friends 
requested  permission  to  hold  a  session  every  three  months  at 
William  Schooly’s;  in  1758  a  meetinghouse  was  erected.  Other 
meetings  with  which  we  are  concerned  were  at  Manasquan, 
Squankum,  Quakertown  and  Hardwick. 

The  early  records  reveal  little  of  educational  nature.  In  1756, 
speaking  for  the  region  of  the  whole  Quarter,  the  minutes  stated 
that: 

% 

poor  Friends’  necessities  are  inspected  and  they  are  relieved  and  their 
children  partake  of  learning;  Friends’  children  are  generally  put  out  to 
Friends.3 

Six  years  later, 

some  are  careful  in  the  education  of  their  children,  but  many  we  believe, 

1  Catalog  of  Records  at  Rutherford  Place,  New  York  City. 

2Shotwe!l:  Annals  of  our  Colonial  Ancestors ,  198. 

3Min.  Shrewsbury  Q.  Mtg.,  26/I/1756. 

38 


SHREWSBURY  QUARTERLY  MEETING 


Schools  o j  Shrewsbury  Quarter 


39 


40 


Quaker  Education  in  New  Jersey 


are  deficient  therein.  In  1772  they  admit  further  that  some  others,  as  to 
their  subsistence  and  their  children's  learning,  have  been  too  much  neglected.4 

In  1778,  receiving  the  urgent  instructions  of  the  Yearly  Meeting 
at  Philadelphia,  a  committee  was  appointed  to  “inspect  the  re¬ 
ligious  education  and  schooling  of  the  youth,”5  but  to  judge  from 
the  minutes,  little  was  accomplished  at  this  time  beyond  the  stirring 
up  of  sentiment  to  a  higher  appreciation  of  the  use  of  firmly  es¬ 
tablished  schools.  Thus  in  1782  a  dark  view  of  possibilities  was 
presented  in  a  report,  that 

The  situation  and  circumstances  of  friends  of  this  meeting  being  such  that 
at  present  we  think  the  establishment  of  schools  amongst  us  in  such  manner  as 
is  recommended  by  the  Yearly  Meeting  is  not  at  present  likely  to  be  ac¬ 
complished.6 

In  1784, 

The  proposal  of  last  Quarter  respecting  schools  was  revived;  after  some 
deliberation  thereon  it  appeared  to  be  the  sense  of  this  meeting  that  a  com¬ 
mittee  be  appointed  to  visit  the  Monthly  and  Preparative  Meetings  to  advise 
and  assist  them  in  promoting  schools  in  each  Meeting  agreeable  to  the  advice 
of  the  Yearly  Meeting  as  near  as  may  be,  the  following  Friends  are  appointed 
to  the  service,  viz.,  James  Haydock,  Joseph  Stackhouse,  William  Smith, 
John  Shotwell,  David  Vail,  William  Shotwell,  Jonathan  Write,  William 
Hartshorne,  Thomas  Tilton,  George  Parker,  Isaac  Hance,  who  are  desired  to 
report  to  next  Quarter.7 

Three  years  later  they  reported  not  much  had  been  accomplished 
and  in  1788  stated  there  was  “no  prospect  for  progress  in  estab¬ 
lishing  a  school  at  Shrewsbury  Monthly  Meeting.”  A  new  com¬ 
mittee  was  then  appointed.  It  was  likewise  proposed  that  every 
monthly  meeting  should  appoint  its  own  educational  committee, 
which  was  to  meet  with  that  of  the  Quarterly  Meeting.8  These 
committees  were  very  slow  about  doing  anything.  In  1789  there 
was  no  report  to  make,  but  because  of  the  “pressing  advices”  of 
the  Yearly  Meeting,  they  had  500  copies  of  the  advice  issued  in 
1778  printed  and  distributed.  While  there  was  no  success  in 
setting  up  schools  according  to  the  Yearly  Meeting’s  standard, 
the  minutes  recorded,  referring  to  the  Negroes,  that  “some  care 
is  taken  with  respect  to  their  education.”  The  following  report 
was  made  in  1791. 


mid.,  17/VIII/1772. 

bIbid.,  26/X/1778.  5Ibid.,  19/VIII/1782. 
%Ibid.,  18/VIII/1788. 


Ubid.,  16/VIII/1784. 


Schools  of  Shrewsbury  Quarter 


4* 


The  school  committee  made  a  report  in  writing  the  substance  of  which  the 
Clerk  is  directed  to  forward  in  the  report  to  the  ensuing  Yearly  Meeting  being 
as  followeth,  to  wit,  ‘In  the  Monthly  Meeting  of  Shrewsbury  a  subscription  is 
on  foot  and  although  no  great  progress  has  been  made,  yet  the  foundation 
appears  to  be  permanent  and  their  stock  is  accumulating  by  their  several  sub¬ 
scriptions  being  on  interest.  In  Rahway  and  Plainfield  subscriptions  are 
also  on  foot,  and  considerable  sums  subscribed,  but  draw  no  interest  on  ac¬ 
count  of  their  not  amounting  to  the  sum  agreed  on  to  be  subscribed  before 
interest  should  take  place.  In  Kingwood  and  Hardwick  the  efforts  of  the 
Committee  there  appointed  have  not  been  attended  with  success,  nor  does 
there  appear  a  probability  of  anything  being  done  in  that  Monthly  Meeting 
at  present,  towards  accomplishing  this  desirable  purpose’ — and  they  desiring 
to  be  released  from  their  appointment,  the  consideration  thereof  is  referred  to 
the  next  Quarterly  Meeting.9 

Though  the  above  report  must  have  been  discouraging,  that -of  a 
year  later,  proved  better:  Rahway  and  Plainfield  had  subscribed 
a  sum  of  £460,  part  of  which  was  on  interest;  the  school  of  Rah¬ 
way  was  controlled  by  the  preparative  meeting’s  trustees.  At 
Shrewsbury  there  was  “upwards  of  £400  subscribed’’  while  at 
Kingwood  or  Quakertown  a  “subscription  is  on  foot  and  upwards 
of  £140  subscribed.’’  The  report  of  1801  stated  that  a  school 
was  maintained  in  both  Rahway  and  Plainfield.  A  “girls  school” 
was  kept  by  a  young  woman,  a  member,  at  Rahway.10  The  re¬ 
port  does  not  mention  any  school  at  Kingwood,  Shrewsbury, 
Manasquan,  Squankum,  or  Hardwick. 

Two  schools,  male  and  female  separate,  within  the  Monthly 
Meeting  of  Shrewsbury,  and  superintended  by  a  committee”  were 
reported  in  1809,  1810  and  1811.11 

In  1831  there  were  thirty-five  Friends’  children  in  Shrewsbury 
Quarter  “of  suitable  age  (under  sixteen  years)  to  receive  school 
learning,”  but  “so  distantly  separated  from  each  other,  even  in 
our  different  Preparative  Meetings  that  Friends  have  not  been 
able  to  furnish  them  with  such  schools  as  would  be  desirable.”12 
A  year  later,  “it  appears  impracticable  at  present  to  establish 
even  one  school  among  us  in  the  manner  proposed.” 

In  1834,  a  report  stated: 

We  have  been  induced  to  believe  that  a  small  school  might  be  supported 
under  the  care  of  Friends  if  a  suitable  teacher  can  be  procured  and  efforts  are 
now  making,  if  so  enabled,  to  carry  it  into  effect.13 


mid.,  22/VIII/1791.  10 Ibid.,  12/11/1801. 

11  Ibid.,  for  the  appropriate  dates.  12 Ibid.,  17/II/1831.  13Ibid., 13/II/1S3 4- 


42 


Quaker  Education  in  New  Jersey 


This  was  the  school  at  Kingwood.14  In  1840  there  was  no  Friends’- 
School  reported.  There  were,  at  that  time  in  Shrewsbury  Monthly 
Meeting  seven  children  of  “suitable  age  for  school,”  three  of  whom 
were  at  Westtown,  and  the  other  four  attended  schools  in  the 
neighborhood,  not  taught  by  Friends.  In  Rahway  and  Plainfield 
there  were  twenty -two  children,  five  at  Westtown,  and  seventeen 
at  schools  in  the  neighborhood.15  These  conditions  continued. 
In  1843  a  minute  stated  that  “Friends  are  so  located  as  to  make  a 
‘select  school’  for  them  impossible.”  The  rise  of  district  schools 
was  also  a  factor  which  made  a  meeting  school  difficult.  This  fact 
was  commented  upon  in  1844: 

“.  .  .  the  preference  for  district  schools,  on  account  of  the  public  money 
received,  amongst  those  not  in  profession  with  us  renders  it  out  of  the 
power  of  this  meeting  to  establish  a  school  that  will  bear  its  own  weight.”15 

The  account  of  these  schools  of  the  several  monthly  meetings  is 
presented  in  the  following  pages  as  fully  as  the  materials  preserved 
will  allow. 

A  volume  of  the  Shrewsbury  Quarterly  Meeting  Records  (Hick- 
site)  beginning  with  1828  shows  that  no  school  was  maintained 
within  its  limits  “according  to  the  standard”  of  the  Yearly  Meet¬ 
ing. 

Shrewsbury  Monthly  Meeting 

Shrewsbury  was  settled  in  1669  and  the  Monthly  Meeting  was 
established  at  Woodbridge  in  1686.  In  1672  a  six  weeks  meeting 
was  established  for  Shrewsbury  and  Middletown  from  which  de¬ 
veloped  the  Monthly  Meeting  of  Shrewsbury.  This  meeting  was 
comprised  of  Shrewsbury,  Squan,  Squankum,  and  Topanemus 
preparative  meetings.  Not  all  of  the  earliest  records  have  been 
found  but  such  as  have  been  examined  contain  no  reference  to  a 
school  under  the  meeting’s  control.  The  inference  is  that  neigh¬ 
borhood  schools  were  the  only  kind  established  at  this  early  date, 
or  that  the  only  record  of  the  church  school  has  disappeared. 

In  1757  Shrewsbury  answered  the  fifth  query: 

We  are  not  sensible  of  any  that  Suffer  they  are  not  in  Want  of  Business. 
Friends  Children  mostly  Pertok  of  Larning  and  are  mostly  Placed  amongst 
Friends.17 


14See  page  51.  lbIbid.,  13/II/1840.  16Ibid.,  15/II/1844. 
17Min.  Shrewsbury  Mo.  Mtg.  (Women  Friends)  4/VIII/1757. 


Schools  of  Shrewsbury  Quarter 


43 


Regarding  Negroes  held  as  slaves  they  reported: 

We  know  not  but  we  are  clear. 

How  faithfully  the  answers  describe  conditions  is  very  difficult  to 
say.  From  year  to  year  they  vary  considerably.  Thus  in  1765, 
replying  the  fifth  query,  they  write : 

No  inspection  into  the  state  of  the  poor  hath  been  made,  (and)  one  Friends’ 
child  hath  been  placed  from  among  Friends. 

At  the  same  time,  regarding  Negroes,  there  is  not  much  certainty 
expressed:  “we  believe  ourselves  clear.”18 

In  1778  Shrewsbury  acknowledged  receipt  of  the  Yearly  Meet¬ 
ing  extracts  recommending  “the  promoting  a  reformation  of  the 
religious  education  and  schooling  the  youth  ...”  and  appointed  a 
committee  of  three  to  join  the  quarterly  meeting’s  committee  on 
the  same  subject,  to  make  an  early  report.  Not  much  was  done 
by  the  committee.  In  1780,  “The  Committee  on  Reformation, 
Schooling,  etc.  not  having  done  anything  since  last  meeting — they 
are  continued  and  desired  to  report.  ”19  A  month  later  the  minutes 
state  a  plan  was  proposed  “towards  a  school  by  opening  a  sub¬ 
scription  .  .  .  .” 

A  report  of  1791  stated: 

The  necessities  of  the  poor  Friends  are  inspected  and  care  taken  for  their 
relief.  The  school  education  of  their  children  in  one  instance  neglected  but 
has  now  engaged  our  attention  and  we  know  not  of  any  Friends  children 
placed  from  among  Friends.20 

Seven  years  later  the  records  assure  the  reader  that  there 
were  “no  deficiencies  respecting  school  learning.”21 

Though  extremely  little  is  recorded  in  the  minutes,  it  is  quite 
certain  that  schools  were  among  their  concerns. 

Several  small  pamphlets  of  school  records  show  that  the  fund 
for  a  monthly  meeting  school  had  been  begun  as  early  as  1790  and 
was  applied  to  the  maintenance  of  a  school  for  many  years.  An 
interesting  pupil’s  account  for  1808  follows: 

18Min.  Shrewsbury  Mo.  Mtg.,  5/VIII/1765.  19Ibid.,  7/II/1780. 

20Womens’  Minutes,  1/VIII/1791.  21Ibid.,  6/VIII/1798. 


44 


Quaker  Education  in  New  Jersey 


Peter  Corlies  i  scholar 


Ciphering  Book  Is  o  Lo  i  o 

Writing  Book  Is  i 

Use  of  Book  Pens  and  Ink  i 

Firewood  i 

I  scholar  16 


Li  o  o22 

A  deed  of  28  /IV /1801  transferred  an  acre  “on  the  west  side  of 
road  from  Eatontown  to  the  meeting  house  for  erecting  a  school 
house  and  other  purposes,”  and  another  of  27  /IV  / 1802  transferred 
about  half  an  acre  for  the  same  purpose.  The  monthly  meeting 
school  seems  to  have  been  definitely  established  in  1807. 

The  women’s  minutes  for  1808  stated  that  Alice  Lawrence, 
Hannah  Wardell,  Sarah  Hartshome,  Sarah  Parker,  Rachel  Solter 
and  Elizabeth  Williams  were  appointed  in  addition  to  those  al¬ 
ready  on  the  school  committee.  In  1817  there  was  a  school  in 
Friends’  schoolhouse  at  Shrewsbury  taught  by  a  person  in  mem¬ 
bership,  but  in  1818  and  after  no  school  was  mentioned.23 

The  volume  of  minutes  1828  to  1854,  belonging  to  Orthodox 
Friends,  does  not  show  much  with  regard  to  education.  The 
first  few  years  are  occupied  with  expelling  Separatists.  In  1829, 
replying  to  the  annual  query  on  schools  they  state  they  have  none.24 
Not  until  1835  is  a  school  mentioned  “kept  up  a  part  of  the  year 
by  a  teacher  in  membership,  superintended  by  a  committee  of  the 
monthly  meeting.”25  The  educational  report,  made  at  the  same 
date  was  not  very  promising  and  the  next  year  they  reported: 

There  are  no  schools  amongst  us  under  the  care  of  Friends.  Furthermore, 
difficulties  continue  to  prevail  against  the  maintenance  of  a  school  suitable  for 
the  right  improvement  of  our  children.  Several  of  them  have  been  recently 
sent  to  Westtown,  and  others  are  expected  to  go  there,  yet  there  are  a  number 
remaining  that  are  under  the  necessity  of  being  sent  to  schools  under  the 
government  of  other  societies  wdiich  are  a  cause  of  exercise  to  us.  We  know  of 
no  children  that  are  not  sent  to  school.26 

This  condition  continued  until  1853.  In  1851  there  was  no 
school,  “by  reason  of  indisposition”27  and  two  years  later  they 

22Shrewsbury,  Mo.  Mtg.,  Pupils  Accounts,  1808. 

23Min.  Shrewsbury  Q.  Mtg.,  13/II/1817. 

24Min.  of  Shrewsbury  Mo.  Mtg.,  4/II/1829. 

25Ibid.,  4/II/1835.  ™Ibid.,  3/II/1836. 

27Min.  Shrewsbury  Q.  Mtg.,  13/II/1851. 


Schools  of  Shrewsbury  Quarter 


45 


reported  "no  school,”  having  "no  children  of  a  suitable  age  to  go  to 

» 

school  belonging  to  our  meeting.”28 

Rahway  and  Plainfield  Monthly  Meeting 

This  Monthly  Meeting  was  established  in  1686, 29  but  until  1789 
was  known  as  Woodbridge,  taking  the  name  of  an  earlier  settle¬ 
ment.  It  belonged  to  the  superior  meeting  of  Shrewsbury  Quarter, 
where  a  settlement  was  made  as  early  as  166 9. 30 

The  earliest  mention  of  education  found  at  Woodbridge  is  in 
connection  with  the  receipt  of  the  Yearly  Meeting’s  suggestions 
relating  to  Youths’  Meetings.  Another  feature  of  early  education 
was  apprentice  training.  In  1718  the  meeting  appointed  two 
members  to  put  out  William  Willis’  children  as  apprentices,  and, 

one  of  them  being  a  boy  they  are  to  take  care  that  his  master  be  obliged  to 
give  him  two  suits  of  apparel  at  the  expiration  of  his  time,  be  taught  to  write  a 
legible  hand  and  instructed  in  arithmetic  so  far  as  the  rule  of  three.  The 
other,  being  a  girl,  to  be  put  apprentice  until  she  arrive  at  the  age  of  18  years, 
obliging  her  master  to  give  her  at  the  end  of  her  time  two  suits  of  apparel  and 
teach  her  to  read  in  the  Bible.31 

In  1779  the  universal  concern  for  education  began  to  show 
itself  at  this  meeting.  At  that  time, 

the  case  of  schools  coming  under  the  consideration  of  this  meeting  it  is 
referred  to  a  committee  who  are  desired  solidly  to  consider  thereof  and  report 
their  sense  to  next  meeting;  said  committee  are  Edward  Moore,  William 
Smith,  John  Shotwell,  Hugh  Webster  and  Isaac  Hance.32 

A  few  months  later  a  somewhat  discouraging  report  was  made 
by  the  committee: 

We  the  committee  appointed  to  take  under  consideration  the  affair  of 
schools,  having  several  times  met  considered  and  deliberated  thereon  do 
agree  to  report.  That  notwithstanding  the  apparent  advantages  which  might 
likely  arise  from  such  a  good  work  if  properly  brought  into  execution,  yet 
under  the  consideration  of  the  present  circumstances  of  the  Number  of  the 
members  of  our  Monthly  Meeting  and  the  distresses  which  many  of  them 
have  and  are  still  likely  to  be  subjected  to,  these  with  other  difficulties  pre¬ 
vailing  at  present  will  in  our  opinion  much  obstruct  the  work.  Therefore  we 
think  it  best  that  the  raising  of  a  Fund  for  the  establishment  of  a  school  had 
best  be  postponed  for  a  time  and  hereafter  taken  up  when  it  may  be  carried  on 

28This  is  the  latest  record  of  Orthodox  Friends  at  Shrewsbury,  examined  by 
the  writer. 

29Shotwell,  p.  198,  gives  1689. 

30Hazard:  Register  of  Pa.,  VII,  100,  gives  1670  instead  of  1669. 

31Min.  Woodbridge  Mo.  Mtg.,  25/VI/1718.  32  Ibid.,  21 /IV/ 1779. 


46 


Quaker  Education  in  New  Jersey 


in  a  manner  that  may  be  more  likely  to  answer  the  good  purposes  intended  by 
the  Yearly  Meeting.33 

By  1783  the  committee  on  education  was,  however,  better  able 
to  see  the  possibility  of  erecting  a  school  as  desired  by  the  Yearly 
Meeting,  and  reported: 

We  of  the  committee  appointed  by  our  last  Monthly  Meeting  to  consider  of 
the  pressing  advice  of  our  Yearly  Meeting,  relating  to  the  promoting  of 
Schools  having  examined  the  extracts  of  the  Yearly  Meeting  minutes  on  that 
subject,  and  duly  weighed  that  interesting  affair  are  of  the  judgment  that  the 
Monthly  Meeting  do  appoint  a  Committee  to  raise  subscriptions  throughout 
the  verge  of  said  Monthly  Meeting  for  erecting  a  school  house  and  having  a 
teacher  and  according  to  the  directions  of  our  Yearly  Meeting  and  that  said 
Schoolhouse  should  be  placed  at  or  near  the  town  in  Rahway,  and  that  each 
Preparative  Meeting  should  generously  subscribe  for  that  purpose.  All 
which  is  nevertheless  Submitted  to  the  Monthly  Meeting.  Rahway  29  of  the 
11  Mo.  1 783. 34 

Early  in  1785  the  committee  on  schools  reported  they  were  not 
able  to  secure  “the  lot  of  ground  they  had  in  prospect  for  a  school 
house”  and  therefore  recommended  that  one  be  built  on  the 
meeting  house  lot.  A  few  months  later,  the  minutes  state: 

The  committee  in  the  case  of  schools  report  it  as  their  opinion  that  it  may  be 
proper  to  build  an  house  one  Story  high  20  by  30  feet  to  front  the  road  between 
the  Meeting  house  and  Stable,  on  the  Meeting  house  lot  at  Rahway,  and  that 
they  suppose  the  Expense  of  building  would  be  about  £30  but  no  subscriptions 
are  yet  gone  into.  The  Meeting  taking  it  into  consideration  agrees  to  refer 
the  same  under  the  care  of  the  Committee  until  next  Meeting  to  reconsider  it  if 
any  alteration  may  be  thought  of  to  report  the  same.35 

At  the  next  meeting  it  was  agreed  to  forward  the  work  at  once, 
and 

Mordecai  Marsh  and  Ambrose  Copland  are  appointed  to  collect  the  money 
subscribed  for  the  builing  the  school  house  at  Rahway  and  pay  the  same  to 
the  Committee  who  have  the  care  of  building  the  house  as  they  may  have 
occasion  for  it.30 

In  1789  proposals  were  made  concerning  the  establishment  of 
funds  for  permanent  support  of  schools,  as  follows: 

.  .  .agree  to  propose  that  each  Preparative  Meeting  attend  to  the  recom¬ 
mendation  of  the  Yearly  Meeting,  when  their  circumstances  will  admit;  in 
building  a  school  house  and  providing  suitable  teachers;  and  likewise  to  raise 
a  fund  for  the  benefit  of  schools  that  now  are,  or  hereafter  may  be  established, 
and  that  in  each  Preparative  Meeting  where  it  is  not  already  done,  trustees  be 


33Ibid.,  15/VII/1779. 
3Hbid.y  1 5/VI/ 1 785. 


3*Ibid.}  17/XII/1783. 
3Hbid.,  17/VIII/1785. 


Schools  of  Shrewsbury  Quarter 


47 


appointed  to  have  the  care  and  direction  of  schools,  when  any  are  established, 
and  of  the  fund  when  raised,  and  where  none  are  set  up  as  well  as  where  there 
are;  their  treasurer  whom  they  shall  appoint  shall  be  authorized  to  receive 
donations  and  bequests  in  his  own  name  for  the  benefit  of  schools,  and  the 
same  to  be  accounted  for  by  him  to  the  trustees  and  by  them  to  the  Preparative 
Meeting  and  that  to  the  trustees  in  each  Meeting,  as  soon  after  their  appoint¬ 
ment  as  the  Meeting  may  judge  will  best  answer  the  good  purpose  intended, 
draw  up  the  following  form  of  a  subscription,  and  promote  the  raising  of  money 
agreeable  thereto,  for  the  fund  proposed.  We  further  propose  that  no  interest 
shall  commence  agreeable  to  the  subscription  till  the  following  sums  of  each 
Meeting  is  subscribed,  viz.: 

“Rahway  L  200  o  o 

“Plainfield  200  o  o 

“Mendam  50  o  o”?7 

At  the  close  of  the  century  the  Monthly  Meeting  became  con¬ 
cerned  in  the  project  of  the  Boarding  School  at  Westtown,  and  a 
committee  on  that  subject  was  “desired  to  collect  what  may  be 
subscribed  and  forward  to  the  treasurer  of  that  institution.”38 
The  enthusiasm  for  schools  apparently  became  contagious.  Early 
in  1801  a  proposal  was  made  that  a  Boarding  school  be  established 
at  Plainfield  for  the  “advancement  of  a  religious  and  guarded 
education  of  the  youth  among  us  .  .  .  .”,  but  after  discussion  it  was 
dropped.39  The  “prevailing  sense”  was  that  “there  is  not  a 
sufficient  degree  of  unity  therewith  to  warrant  its  being  adopted 

”40 

In  1812  the  records  stated  “not  enny”  schools;  in  1813  the 
monthly  meeting  reported: 

3rd.  Two  schools  at  Rahway  taught  by  members  in  Society  and  superin¬ 
tended  by  committee  appointed  by  the  Preparative  Meeting.41 

The  same  report  was  produced  in  1817;  but  in  1818  only  one 
such  school  was  mentioned.  This  report  of  one  school  continued 
each  year,  but  one,  (1820),  until  1826.  In  1827  the  report  re¬ 
garding  schools  showed  none  as  desired  by  the  Yearly  Meeting, 
and  until  1875  the  situation  was  the  same.  At  that  time  a  school 
was  established  that  lasted  for  a  number  of  years. 

In  the  interval  during  which  no  school  was  held  under  the 
monthly  meeting,  we  gain  some  glimpses  which  indicate  an  interest 
in  education,  especially  in  education  of  the  poor.  In  1844, 

37  Ibid.,  16/VII/1789.  38Ibid.,  17/VII/1800. 

39  Ibid.,  18/TI/1801  and  15/I/1801. 

40Min.  Shrewsbury  Q.  Mtg.,  12/VII/1802.  AlIbid.,  21/I/1813. 


48 


Quaker  Education  in  New  Jersey 


Men  friends  inform  this  Meeting  they  have  appointed  a  Committee  to  take 
charge  of  a  legacy,  left  in  care  of  the  Preparative  Meeting  for  the  benefit  of 
schooling  poor  children — the  subject  being  considered  in  this  Meeting  Friends 
propose  the  names  of  Eleanor  Shotwell,  Lucy  H.  Eddy  and  Elizabeth  L. 
Browne  to  unite  with  the  committee  of  Men  Friends  in  the  superintendency 
and  use  of  said  legacy.42 

In  1850  the  fifth  query  stated: 

no  poor  Friends  among  us,  nor  children  requiring  our  care  in  school  learn¬ 
ing — no  children  placed  from  among  Friends.43 

The  following  four  reports  made  by  the  Monthly  Meeting  of 
Rahway  and  Plainfield  between  1855  and  1873,  fairly  represent 
the  situation  so  far  as  the  number  of  children  is  concerned. 

There  are  21  children  within  our  limits  of  suitable  age  to  attend  school,  six 
of  whom  are  at  Westtown,  11  attend  neighborhood  schools,  2  receive  instruc¬ 
tion  at  home  and  2  do  not  at  present  attend  any  school. 

The  following  report  was  received  from  the  Committee  appointed  to  make 
inquiry  relative  to  education  which  was  directed  to  be  forwarded  to  the 
Quarterly  Meeting. 

To  Rahway  and  Plainfield  Monthly  Meeting  of  Friends,  We  the  Committee 
appointed  on  that  part  of  the  Extracts  relating  to  education  report  that  we 
have  13  children  within  our  limits  of  suitable  age  to  go  to  school  who  are  dis¬ 
posed  of  as  follows — 3  at  Westtown  Boarding  School,  7  attend  a  family  school 
taught  by  a  member,  and  3  attend  a  district  school. 

“Isaac  Craft, 

Henry  Wood.” 

There  are  eight  children  within  our  limits  of  a  suitable  age  to  attend  school, 
one  of  whom  is  at  Haverford  School,  six  at  Select  Schools  not  under  care  of 
Friends  or  taught  by  members,  and  one  receiving  instruction  at  home. 

We  also  report,  that  there  are  nine  children  belonging  to  this  meeting,  and 
three  recently  settled  within  our  limits  and  not  yet  received  by  certificate,  of 
suitable  age  to  attend  school,  3  of  whom  are  at  Friends  Boarding  School  at 
Westtown,  3  at  a  select  school  taught  by  one  of  our  members,  1  at  a  select 
school  not  taught  by  a  member,  2  at  a  district  school  and  3  not  attending  any 
school. 

I.  R.  Shotwell 
H.  H.  Bowne.44 

In  1875  Rahway  Preparative  Meeting  undertook  to  establish  a 
school,  as  follows: 

At  Rahway  Preparative  Meeting  held  n/II/1875  it  was  concluded  to  es¬ 
tablish  a  Preparative  Meeting  School  to  be  under  the  care  of  a  joint  com- 

42Min.  Rahway  Prep.  Mtg.  Women  Friends,  13/VI/1844. 

**Ibid.,  10/I/1850. 

44Min.  Rahway  and  Plainfield  Mo.  Mtg.,  17/I/1855;  17/II/1859;  16/II /- 
1865;  and  20/II/1873,  respectively. 


Schools  of  Shrewsbury  Quarter 


49 


mittee  of  men  and  women  Friends  of  this  Meeting.  The  clerk  was  directed  to 
inform  our  next  Monthly  Meeting  thereof  and  request  its  permission  to  build  a 
school  room  over  our  meeting  room  by  adding  another  story  thereto.45 

The  school  thus  proposed  was  advertised  as  follows  and  opened 
on  September  6,  1875: 

A  select  school  for  boys  and  girls  under  the  care  of  the  Society  of  Friends 
will  be  opened  on  the  6th  of  9th  month  next.  The  school  room  on  Irving  Street 
near  Milton  Avenue  is  large,  light  and  airy,  and  is  suppled  with  modern 
apparatus  and  furniture. 

Terms 

The  ordinary  studies  in  English,  including  drawing  and  exercises  in  light 
gymnastics,  will  be  from  $6  to  $10  per  quarter,  according  to  age  and  advance¬ 
ment  of  pupil.  The  Latin  or  French  languages  will  be  $2  per  quarter  extra. 
Books  and  stationery  will  be  furnished  free  of  charge.46 

FRIENDS’  SELECT  SCHOOL, 

ON  IRVING  STREET,  NEAR  MILTON  AVE., 

RAHWAY,  N.  J. 

will  be  reopened  on  the  9th  of  9th  mo.,  1878,  under 
the  charge  of  Ella  T.  Gsuse,  a  young  woman  of 
several  years  experience  in  teaching,  who  comes 
well  recommended  by  school  officials  under  whom 
she  has  taught.  The  usual  English  branches,  with 
Latin,  French  and  Drawing  will  be  taught. 

Terms  from  $6  to  ?10  per  quarter;  Latin  or 
French  $2  per  quarter  extra.  The  use  of  books, 
stationery,  and  fuel  will  be  furnished  free  cf 
charge. 

For  further  information  see  circulars  recently 
issued,  or  the  teacher. 

ELLA  T.  GAUSE,  170  Main  St. 

Or  either  of  the  school  committee : 

JOEL  WILSON,  PHEBE  HARNED, 

MARTHA  S.  SHOTWELL,  GEO.  A.  ROBERTS 

Rahway,  8th  mo.,  22d,  1877.  au22-lm 

Advertisement  of  Friends’  Select  School  at  Rahway  in  1877. 

The  salary  of  the  teacher  was  arranged  as  follows: 

The  committee  guarantee  her  $200  per  year,  $50  of  it  payable  at  the  end  of 

each  quarter.  The  teacher  to  collect  the  amounts  due  from  the  patrons,  and 

pay  the  same  to  the  committee  out  of  which  the  committee  shall  pay  her  $75 
on  each  quarter;  it  is  intended  that  she  shall  receive  as  her  entire  salary  $500 
per  year,  viz. — $200  guaranteed  from  committee,  and  $300  received  from  the 
patrons  of  the  school,  provided  that  said  amount  received  from  the  patrons 
shall  be  sufficient  so  to  do;  if  not,  then  she  is  to  be  paid  such  part  of  the  $75 
per  quarter  as  is  received  from  patrons.47 

It  was  further  stated  in  the  school  regulations : 


45Ibid .,  18/II/1875. 

46Min.  Rahway  School  Com.,  14/VIII/1875.  4Ubid.,  16/VII/1875. 


50 


Quaker  Education  in  New  Jersey 


The  quarter  to  consist  of  io  weeks. 

Vacations — 7th  day  of  each  school  week  and  for  Monthly  Meeting  when 
held  at  Plainfield,  also  for  week  of  Yearly  Meeting,  and  also  the  customary 
summer  vacation,  from  about  1st  of  7th  month  to  1st  of  9th  month. 

No  vacation  for  Christmas  holiday  week. 

School,  day  session,  from  nine  A.  M.  to  two  P.  M.,  with  recesses  according 
to  teacher’s  discretion. 

A  bsenre,  no  deductions  therefore  for  scholars,  excepting  for  sickness  of  two 
weeks  or  more.  Absences  of  teacher  for  attendance  of  Monthly  Meeting  at 
Plainfield  to  be  made  up  at  end  of  quarter.48 

Patrons  were  apparently  rather  careless  and  steps  had  to  be 
taken  to  deal  with  their  shortcomings.  In  1876  we  find  the 

Question  of  delinquency  on  the  part  of  some  of  the  patrons  of  our  school 
was  considered  and  it  was  concluded  that  such  should  be  informed  that  unless 
prompt  payment  was  made  their  children  must  not  be  continued  in  school. 
It  was  also  decided  that  notices  should  be  prepared  for  the  teacher  to  send  to 
such  as  are,  and  shall  become,  deficient  in  this  respect.  Geo.  A.  Roberts  was 
appointed  to  prepare  a  draft  of  such  notice  and  present  to  our  next  meeting 
which  he  is  to  call  as  soon  as  he  is  ready.49 

The  report  of  the  Monthly  Meeting  in  1880  stated;  “There  is  a 
school  at  Rahway  and  one  at  Plainfield  under  care  of  committees 
of  those  meetings  taught  by  members  but  not  select;”  in  1884  the 
one  at  Plainfield  was  discontinued.50  The  school  at  Plainfield  was 
revived,  under  the  meeting’s  care,  a  little  later  (1896),  but  after 
1897  no  school  was  conducted  by  the  meeting. 

In  1885  the  following  report  was  presented  by  the  Monthly 
Meeting  which  shows  there  was  small  need  for  a  school  so  far  as 
the  Society  was  concerned.  Moreover,  the  school  was  not  run  at  a 
profit. 

That  there  are  two  children  of  suitable  age  to  attend,  one  of  whom  is  attend¬ 
ing  a  public  school.  The  other  a  private  school  not  under  the  care  of  Friends. 

The  following  is  the  school  report  for  that  same  year : 

The  school  for  the  past  year  ended  6  mo.  12  / 85,  began  with  22  scholars, 
none  of  them  being  members  of  our  religious  Society  at  the  time  of  the  closing 
of  the  school.  One  of  the  two  who  were  reported  as  attending  our  school  last 
year,  has  been  prevented  by  bad  health  and  the  other  is  now  a  patron  of  one 
of  our  public  schools.51 

The  school  at  Rahway  was  discontinued  in  1886,  upon  presenta- 

4SIbid.,  6/IX/1875.  49 Ibid .,  20/V/1876. 

50Min.  Rahway  and  Plainfield  Mo.  Mtg.,  (O.)  19/II/1880  and  19/II/1885. 

51Rahway  School  Com.,  16/VII/1885. 


Schools  of  Shrewsbury  Quarter 


5i 


tion  of  the  following  report  and  recommendations  by  the  School 
Committee.  The  financial  part  of  the  report,  not  quoted,  showed 
a  balance  in  hand,  after  expenses  were  paid,  of  $3.68. 

To  Rahway  Preparative  Meetings  of  Men  and  Women  Friends.  The  School 
Committee  of  said  meeting  herewith  present  their  report  of  the  affairs  of  Rah¬ 
way  Preparative  Meeting  School  for  the  year  ending  6  Mo.  23rd  1886.  The 
school  for  the  year  ending  6  mo.  23rd,  1886,  began  with  thirty  scholars  and 
closed  with  twenty  three,  none  of  them  being  members  of  our  Society. 

As  there  are  now  no  Friends’  Children  in  this  meeting  to  be  educated,  and 
so  few  Friends  to  take  charge  of  the  school,  the  committee  propose  that  the 
Preparative  Meeting  School  shall  be  laid  down,  the  balance  on  hand  at  the 
close  of  the  school  to  be  turned  over  to  the  Treasurer  of  the  Monthly  Meeting.52 

Thereafter,  until  the  close  of  the  century,  no  school  was  con¬ 
ducted  by  the  meeting,  though  in  1897  the  monthly  meeting  re¬ 
ported  two  schools  were  taught  by  Friends.53 

In  1880  a  school  was  reported,  under  care  of  a  Meeting  Com¬ 
mittee  and  taught  by  a  member,  but  this  was  discontinued  in  1884. 
It  seems  to  have  been  revived  by  Plainfield  Preparative  Meeting 
in  the  nineties,  but  did  not  continue  after  1896  as  a  school  con¬ 
trolled  by  the  Preparative  Meeting,  though  taught  by  a  member. 

Kingwood  Monthly  Meeting54 

The  Monthly  Meeting  was  established  at  Bethlehem,  later 
Quakertown,  in  1744,  and  was  composed  of  Kingwood  and  Hard¬ 
wick  Preparative  Meetings.  Hardwick  became  a  Monthly  Meeting 
in  1797.  A  house  of  worship  was  erected  there  in  1746;  in  1751 
the  meeting  at  Hardwick  (Great  Meadows)  was  built.  The  popula¬ 
tion  was  much  scattered  and  difficulties  were  continually  in  the 
way  of  schools.  In  1791,  the  Quarterly  Meeting’s  report  stated 
that 

in  Kingwood  and  Hardwick  the  efforts  of  the  committee  there  appointed 
have  not  been  attended  with  success,  nor  does  there  appear  a  probability  of 
anything  being  done  in  that  Monthly  Meeting  at  present.55 

In  1828  the  meeting  reported  to  the  Quarter  “No  Schools  estab- 

52Misc.  Papers  of  Rahway  and  Plainfield  Mo.  Mtg. 

53Min.  Rahway  and  Plainfield  Mo.  Mtg.,  20/I/1897. 

54Known  as  Bethlehem,  Kingwood  and  later,  Quakertown  at  Quakertown, 
New  Jersey.  Until  1786,  Kingwood  belonged  to  Burlington  Quarter,  but  was 
then  transferred  to  Shrewsbury  Quarter.  In  1832  Kingwood  again  changed, 
being  placed  under  Bucks  Quarter  in  Pennsylvania. 

55See  page  52. 


52 


Quaker  Education  in  New  Jersey 


lished  amongst  us  at  all.”56  About  1836  a  temporary  school  was 
begun,  taught  by  a  woman  Friend,  and  attended  by  Friends 
children  of  that  place,57  but  not  under  the  care  of  either  monthly 
or  preparative  meeting.  From  a  report  of  1837  we  learn  that  this 
was  a  mixed  school,  “attended  by  Friends’  children  and  others  of 
that  place.”58 


SCHOOLHOUSE  AT  QUAKERTOWN,  NEW  JERSEY,  NOW  REMODELLED  AND 

OCCUPIED  AS  RESIDENCE 

Hardwick  and  Mendham  Monthly  Meeting 

This  meeting  was  established  in  179 7,  having  formerly  been  a 
part  of  Kingwood  Monthly  Meeting.  It  comprised  the  prepara¬ 
tives  of  Hardwick  and  Mendham,  which  was  later  called  Randolph. 

56Min.  Shrewsbury  Q.  Mtg.,  7/II/1828.  b7Ibid.,  18/II/1836. 

5SIbid .,  16/II/1837;  the  women’s  minutes,  1744-18-85  and  th'e  men’s  min¬ 
utes  to  1905  fail  to  indicate  that  any  school  was  kept  up  by  the  meeting.  A 
map  of  the  meeting’s  property  likewise  does  not  show  a  school.  Numerous 
deeds  are  extant  concerning  property  that  came  into  the  control  of  the  meeting, 
but  none  of  these  refer  to  school  property.  The  school  referred  to,  then,  in  the 
following  minute  of  1862  was  doubtless  a  private  concern  though  operated 
by  a  Friend.  In  1862,  while  the  new  meeting  house  was  being  erected,  it  was 
agreed  that  “the  men  hold  their  monthly  meeting  in  William  Clifton’s  house 
and  the  women  hold  theirs  in  the  school  house.”  Min.  Quakertown  Mo.  Mtg., 
3/V/1862.  Mr.  Dalrymple,  long  a  teacher  in  Quakertown  tells  of  the  school, 
just  outside  the  village,  which  was  controlled  by  Friends  at  the  time  he  came 
to  the  place.  The  dwelling  shown  on  this  page  is  the  remodelled  school  house 
and  occupies  the  original  site. 


Schools  of  Shrewsbury  Quarter 


53 


After  1855  the  meeting  was  laid  down  and  its  members  attached 
to  Rahway  and  Plainfield  Monthly  Meeting.59 

In  1792  the  preparative  meeting  at  Mendham  appointed  Henry 
Brotherton  and  others  to  have  care  of  money  subscribed  for  a 
school,60  and  a  year  later  some  of  Penn’s  works  were  distributed  to 
the  meeting  for  the  use  of  schools.  At  the  same  time  the  meeting 
appointed  a  committee  to  look  after  a  lot  on  which  to  build  a 
school.  The  lot  “below  the  meeting  house,  belonging  to  John 
Brotherton”  was  apparently  secured  for  thirty  pounds  for  this  use.61 
A  committee  was  appointed  to  secure  funds  to  build  a  school  house, 
which,  by  1798,  had  collected  £20.  Steps  were  taken  immediately 
to  provide  materials  for  the  building.  Rent  from  the  school  lot 
was  also  used  to  defray  the  cost  of  the  new  house.  Little  is  given 
in  the  records  concerning  the  life  of  this  school,  though  sufficient 
to  indicate  its  existence  for  some  time.  In  18 11  a  minute  informs 
us  that  the  house  was  repaired  “so  as  to  due  to  keep  school  in  in  the 
summer  .  .  ,”62  In  1813  a  committee  was  appointed  to  examine 
the  school  house  lot,  repair  the  fences  and  rent  it  out  or  sell  it 
whichever  they  shall  judge  to  be  most  advantageous  to  the  meet¬ 
ing.  It  was  accordingly  rented,  and  the  school  discontinued.  No 
reference  appears  to  it  later.  The  school  house  and  lot  were  sold 
in  1822. 

Aside  from  the  above  there  was  apparently  little  educational 
activity  in  the  limits  of  Hardwick  and  Mendham  Monthly  Meeting. 
The  records  from  1797  to  1855  contain  few  educational  references. 

From  the  foregoing  pages  it  is  evident  that  in  Shrewsbury 
Quarterly  Meeting  the  various  monthly  meetings  of  Hardwick 
and  Mendham,  Kingwood,  Rahway  and  Plainfield,  and  Shrews¬ 
bury  did  carry  on  some  educational  work,  but  it  shrinks  by  com¬ 
parison  with  other  centers  such  as  Burlington  and  Haddonfield. 
Nevertheless,  educational  activities  in  these  meetings  of  Shrews¬ 
bury  illustrate  the  same  truths  as  those  in  the  larger  quarterlies, 
pointing  to  the  rise  of  a  great  interest  in  schools  controlled  by  the 
meetings  after  1778,  a  tendency  to  centralize  control,  and,  finally, 
the  decline  of  schools  in  the  latter  part  of  the  nineteenth  century, 

59 Catalog  of  Records  at  Rutherford  Place,  New  York  City. 

60Min.  Mendham  Preparative  Mtg. 

61  Ibid.,  1794.  6iIbid.,  1811. 


54 


Quaker  Education  in  New  Jersey 


due  to  a  decrease  in  the  number  of  Friends’  children  and  the  rise 
of  public  schools.  Thus,  Rahway,  in  1885,  reported  two  children 
members,  neither  of  whom  attended  Friends’  school.  In  1886  the 
school  was  closed. 


CHAPTER  IV. 

SCHOOLS  OF  BURLINGTON  OUARTER 

This  chapter  represents  an  effort  to  bring  together  the  story 
of  Quaker  schools  established  within  the  range  of  Burlington 
Quarterly  Meeting  since  the  time  of  first  settlement  of  that  locality. 
Burlington  included  Burlington,  Chesterfield,  Mt.  Holly,  Upper 
Springfield  and  Little  Egg  Harbor  monthly  meetings,  established 
in  1678,  1684,  1776,  1783,  and  1715  respectively.  For  sake  of 
convenience  we  shall  trace  the  growth  of  schools  which  were 
located  in  the  limits  of  these  monthly  meetings  and  conducted 
either  under  the  control  of  the  Monthly  or  one  of  its  constituent 
particular  meetings.  The  educational  work  of  the  monthly 
meetings  is  taken  up  in  the  order  of  their  establishment. 

Burlington  Monthly  Meeting 

Burlington  Monthly  Meeting,  at  one  time  or  another,  was  com¬ 
posed  of  Burlington,  Springfield,  Rancocas,  North  Hampton, 
Mansfield,  Mansfield  Neck,1  and  Upper  Springfield  preparative 
meetings.  Some  of  these  later  had  monthly  meetings  of  their 
own  and  will  therefore  be  dealt  with  more  fully  elsewhere. 

Likewise  some  of  these  preparative  meetings,  such*  as  Rancocas 
and  Old  Springfield  will  receive  considerable  space,  which  is  justi¬ 
fied  by  their  educational  records.  In  general,  with  these  few  ex¬ 
ceptions,  the  work  of  the  meeting  is  treated  as  a  whole,  for  its  in¬ 
fluence  extended  to  the  lesser  meetings.  Some  of  the  lesser  meet¬ 
ings,  as  the  communities  grew,  were  made  constituent  parts  of 
newly  created  monthly  meetings  and,  for  that  reason,  they  recur 
elsewhere. 

Meetings  for  worship  were  first  held  in  Burlington  in  1677,  in 
tents  and  at  the  houses  of  members,  until  the  meeting  house  was 
erected.2  The  first  monthly  meeting  was  held  in  1678. 

]The  name  of  Mansfield  Neck  Prep.  Mtg.  is  henceforth  changed  to  “Lower 
Mansfield”  because  of  recent  survey.  Min.  Burlington  Mo.  Mtg.,  1/II/1808. 

2  A  minute  regarding  the  beginning  of  the  building  occurs  in  1681,  and  again 
in  1682.  Min.  Burlington  Mo.  Mtg.;  Hazard:  Register  of  Pa.,  VII,  102. 


56 


Cue ker  Education  in  New  Jersey 


•  Stonybrook 


•  Trenton ' 

•  East  Branch  (Robins) 


•  Bordentown 

•  Chesterfield 

•  Mansfield  Neck 


•  Arneytown 

•  Burlington  •  Mansfield 


t 


•  Old  Springfield 

•  Upper 


Rancocas 


•  Mount 
§  Mt.  Holly 


Springfield 


•  Vincent  town 


Barnegat  • 


Little  Egg  Harbor  t 


Burlington  Quarterly  Meeting 


Schools  of  Burlington  Quarter 


57 


The  earliest  specific  reference  bearing  on  education  in  any  way 
is  concerned  with  the  apprenticeship  training  in  the  carpenter’s 
trade.  In  1685  an  agreement  is  recorded  between  Wm.  Atkinson 
and  Francis  Collins  that  the  latter  teach  Thomas  Atkinson  “the 
carpenters  trade  during  his  apprenticeship  so  far  as  he  is  of  capacity 
to  learn  the  same”  and  at  the  expiration  of  the  time  to  give  him 
fifty  acres  of  land.  In  this  there  is  no  indication  of  any  further 
responsibility.3  Apprenticeship  was  constantly  given  attention  by 
the  meeting,  and  at  a  later  date  we  find  specific  reference  to  “school¬ 
ing.”  In  1762, 

they  thought  it  necessary  to  advance  10  pounds  for  bounding  out  one  of  her 
children  and  to  enable  the  person  taking  him  to  give  him  proper  schooling 
.  .  .  that  proper  care  be  taken  with  respect  to  the  child’s  education;  and  if 
any  of  her  other  children  can  be  assisted  with  regard  to  the  means  of  gaining 
sufficient  learning,  they  are  desired  to  look  into  it  .  .  .4 

In  1722  the  Quarterly  Meeting  recorded: 

This  meeting  agrees  that  Burlington  Friends  may  have  the  use  of  the  new 
meeting  house  to  teach  school  in  provided  they  can  have  a  schoolmaster  that 
is  in  unity  with  Friends,  and  when  it  shall  be  so  employed  the  said  Burlington 
Friends  to  keep  it  in  repairs,  as  to  windows.5 

It  would  seem  that  in  1744  a  school  was  being  maintained  near 
“Caleb  Shreve’s”  as  permission  was  then  granted  to  hold  a  meet¬ 
ing  in  that  school  house  for  the  winter  quarter.  Nevertheless  we 
must  regard  these  early  schools  as  rather  “unofficial,”  as  the  re¬ 
port  from  Burlington  to  the  Quarterly  Meeting  in  1752  stated 
“the  proposal  about  settling  schools  not  yet  entered  upon.”6 
Other  schools  were  mentioned  in  connection  with  requests  to  hold 
worship  in  the  school  houses  at  Mansfield  Neck,  and  Upper  Spring- 
field,  in  1761. 7  Again  in  1766  requests  were  received  that  per¬ 
mission  be  granted  to  hold  meetings  at  three  school  houses,  and  a 
year  later  at  a  fourth: 

1.  Near  Shreves  Mount  at  the  school  house. 

2.  At  the  school  house  near  William  Bishop’s. 

3.  In  the  school  house  at  Mansfield  Neck. 

4.  In  school  house  near  William  Smith’s.8 

Sometimes  the  custom  was  reversed  and  the  meeting  house  served 
as  school,  as  this  indenture  shows: 

3Min.  Burlington  Mo.  Mtg.,  4/XI/1685.  4 Ibid .,  4/X/1762. 

5Min.  Burlington  Q.  Mtg.,  26/IX/1722.  6Ibid.,  31/VIII/1752. 

7Min.  Burlington  Mo.  Mtg.,  3/VIII/ 1 76 1 .  *Ibid.,  3/XI/ 1 766,  and  4/V/1 767. 


58 


Quaker  Education  in  New  Jersey 


V.  J/fU '  ( <\  i (>,\  t 


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hi/  ,  Vu  .  //,  >  /tf.t  ,  . ,, i 

V  ,,,  f/,V  ,  A../ 

f(t /(./.../  f/v./»  i  ft.  ///■  t  i 

»,,<  ...  /  _  r  /. 

//;///!  K  Oh /h*>!  <ft  r.j 4  ':/u/sy„..  (.rt.  J.  (  >, 

*./i/4j  ti  Ss/d  >■.,/*.  ,//>/, (.is A,/  Ay  //,  -  Vi, h.  An 

f  •  /  •  /  *.  ,  '  ^  * 
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Agreement  between  Burlington  Meeting  and  Thomas 
Powell,  concerning  the  use  of  the  meeting  house  for  school 

PURPOSES  IN  1770 

Articles  of  agreement  indented  made  the  Twenty-seventh  day  of  the  Eighth 
month  in  the  year  of  our  Lord  One  thousand  seven  hundred  and  seventy, 
Between  Joseph  Noble,  Thomas  Rodman,  John  Hoskins,  George  Dillwyn, 
Anthony  Sykes,  Caleb  Carr  and  Benjamin  Field,  a  committee  appointed  by 
the  Quarterly  Meeting  of  Burlington  to  have  the  care  of  the  Meetirg  House 
on  Broad  Street  in  the  city  of  Burlington  of  the  one  part — And  Thomas  Powell 
of  the  said  city',  schoolmaster  of  the  other  part — 


Schools  of  Burlington  Quarter 


59 


1st.  The  said  committee  agrees  that  the  said  Thomas  Powell  shall  have  the 
use  and  occupation  of  the  said  Meeting  House  for  the  keeping  a  School  in 
from  the  second  day  of  last  month  for  and  during  the  term  of  one  year  there¬ 
after,  and  so  from  year  to  year  as  long  as  both  parties  please,  a  half  year’s 
notice  to  be  given  by  either  party  to  determine  this  lease. 

2nd.  The  said  Thomas  Powell  agrees  to  pay  the  said  committee  the  rent  or 
sum  of  Five  pounds  for  the  said  one  year  at  the  expiration  thereof  and  the 
same  sum  annually  on  the  second  day  of  the  seventh  month  in  every  succeed¬ 
ing  year  that  he  shall  hold  the  premises.  And  that  he  will  repair  and  keep 
the  windows  in  good  order,  and  shall  also  keep  the  house  with  the  fences  and 
deliver  up  the  same  when  he  shall  leave  them  in  good  tenantable  repair.  And 
that"  he  will  not  apply  the  house  to  any  other  use  than  keeping  a  school. 

3d.  It  is  agreed  that  if  the  house  shall  at  any  time  hereafter  be  wanted  for 
the  use  of  holding  a  Meeting  it  shall  be  immediately  delivered  up  to  such 
Friends  of  the  Quarterly  Meeting  as  may  demand  the  same.  In  witness  where¬ 
of  the  parties  hereto  have  interchangeably  set  their  hands  and  seals  the 
day  and  year  first  above  written.  Thom.  Powell. 

Sarah  Newbold 
Martha  Noble 

From  the  following  memorandum,  it  appears  that  Powell  was 
remiss  about  payment : 

Burlington  2  Mo.  22d.  1772. 

We  the  subscribers  (part  of  the  committee  within  mentioned)  are  of  the 
opinion  that  there  is  a  year  and  a  halfs  rent  due  from  Thomas  Powell  to  the 
2d  of  last  month. 

Caleb  Carr 
Benja.  Field 
Joseph  Noble 
Geo.  Dillwyn.9 

In  1777  Burlington  replied  to  the  Yearly  Meeting’s  suggestions 
on  schools  by  appointing  a  committee  on  that  service. 

The  case  of  schools  is  committed  to  the  consideration  of  the  following  Friends 
— George  Dillwyn,  Peter  Worrall,  John  Hoskins,  Daniel  Smith,  Samuel  Allin- 
son,  Solomon  Ridgway,  Aaron  Wills,  Joseph  Busby,  George  Elkinton,  Jonah 
Woolman,  Thomas  Pancoast,  Thomas  Enochs,  David  Ridgway,  Cornwell 
Stevenson,  William  Ridgway,  John  Harvey,  Peter  Ellis,  Isaac  Bunting, 
Samuel  Woolman  and  Abraham  Brown  and  they  are  directed  to  meet  at  this 
house  on  the  7th  day  preceding  our  next  Monthly  Meeting  at  9  o’clock  in  the 
morning  and  to  report  to  next  meeting.10 

This  committee  reported  a  month  thereafter:  •*«<  ' 

Burlington  Prep.  Mtg.  Sch.  Com.  Records,  No.  49,  at  J42N.  16th  Street, 
Phila.  “  -•  !  •  '■  ■ 

wli)id.,  7/VII/1777.  '•  . 


6o 


Quaker  Education  in  New  Jersey 


We  the  committee  appointed  to  consider  the  subject  of  establishing  schools 
for  the  education  of  youth  among  Friends,  and  the  proper  regulation  of  such 
schools  have  met  and  weightily  attended  thereto,  and  are  unanimous  in  be¬ 
lieving  that  the  establishment  of  schools  under  the  care  of  Friends,  which 
should  be  visited  and  regulated  in  a  religious  manner,  would  be  beneficial, 
and  we  hope  this  important  matter,  so  much  neglected  in  time  past,  will  not 
hereafter  be  overlooked.  And  we  are  further  of  opinion  that  it  may  be  useful 
for  the  Quarterly  Meeting  to  recommend  the  subject  to  the  deliberate  con¬ 
sideration  of  the  next  Yearly  Meeting,  that  the  concern  may  thus  spread  and 
ripen  and  such  advices  be  communicated  as  may  tend  generally  to  promote 
this  good  work. 

Signed  ...  by  direction  of  all  the  committee — 2nd  day  of  8  mo.  1 777.  • 

Peter  Worrall11 

In  1779  a  more  specific  report  was  produced: 

We  the  committee  appointed  on  the  subject  of  schools  for  the  education  of 
youth  do  report  that  we  have  seriously  attended  to  the  service  and  may  inform 
Friends  that  there  is  a  school  taught  by  a  Friend  in  the  Meetings  of  Ancocas, 
Old  Springfield,  Mansfield  Neck  and  Burlington,  and  another  is  expected, 
before  long,  to  be  opened  in  Burlington,  that  one  appears  to  us  necessary  at 
Mansfield,  and  more  may,  in  the  compass  of  the  Monthly  Meetings,  be  found 
expedient  in  future,  when  Friends  more  fully  break  off  from  the  employment 
of  teachers  who  are  not  Friends  .  .  ,12 

The  encouragement  of  lowei  meetings  to  establish  permanent 
funds  for  schooling  the  poor  was  undertaken  in  1781: 

The  committee  of  schools  have  in  the  course  of  their  attention  to  that  con¬ 
cern  visited  two  of  the  Preparative  Meetings  and  proposed  the  raising  a  fund 
by  subscription,  the  principal  is  intended  to  lay  until  it’s  the  choice  of  the  sub¬ 
scriber  to  discharge  it,  subject  to  an  annual  interest  of  five  per  cent,  payable  to 
the  Trustees  appointed  by  the  Preparative  Meeting  for  the  purpose  of  schooling 
poor  children,  the  overplus  to  be  applied  to  the  benefit  of  the  school  at  the 
discretion  of  the  Trustees.  The  proposal  was  favorably  received  and  an  en¬ 
couraging  beginning  made  in  one  of  the  Preparative  Meetings,  and  it’s  intended 
that  the  same  be  laid  before  our  other  Preparative  Meetings,  as  each  of  them 
have  a  school  established  under  Trustees  of  their  appointment.  Upon  the 
whole  the  committee  has  the  satisfaction  to  find  the  concern  of  schools  rest 
with  weight  on  the  minds  of  divers  Friends,  and  are  encouraged  to  believe  it 
will  go  forward  according  to  the  recommendation  of  the  Yearly  Meeting  to 
the  advantage  of  the  youth  amongst  us.13 

The  success  of  this  step  is  indicated  in  a  report  made  two  years 
later : 

Pursuant  to  our  appointment  we  have  attended  the  Preparative  Meetings 

"Ibid.,  4/VIII/1777. 

uIbid.,  2/VIII/1779.  A  minute  of  the  Burlington  School  Committee  in 
1835  states  that  Burlington  Preparative  Meeting  School  was  founded  in 
1779  .  .  .  to  be  confined  as  far  as  possible  to  the  children  of  Friends. 

13 Ibid .,  6/VIII/1781. 


Friends’  School  at  Burlington 


Schools  of  Burlington  Quarter 


61 


62 


Quaker  Education  in  New  Jersey 


on  the  subject  of  schools  and  find  that  each  of  them  has  established  a  school 
agreeable  to  the  recommendation  of  the  Yearly  Meeting  under  the  care  of  a 
committee,  and  has  also  set  up  a  fund  by  subscription  the  interest  whereof  is  to 
be  applied  to  the  schooling  such  children  among  them  as  may  require  that 
assistance.  And  the  overplus  of  the  said  interest  to  such  other  uses  of  the 
school  as  the  Trustees  may  from  time  to  time  judge  proper.  And  we  may 

just  add  that  our  friends  of  the  Preparative  Meetings  mostly  appear  in  earnest, 

- 

impressed  with  an  idea  of  the  importance  of  the  subject,  and  disposed  to  carry 


A  PAGE  FROM  THE  ACCOUNT  BOOK  OF  THE  TREASURER  OF  THE 

School  fund  at  Mansfield,  in  1794 

it  forward,  from  wh:ch  we  hope  great  advantages  wall  result,  not  only  to  the 
present  but  to  future  generations.14 

uIbid.,  7/IV/1783;  the  Prep.  Mtgs.  at  this  date  were  Burlington,  Old 
Springfield,  Rancocas,  and  Mansfield  Neck. 


Schools  of  Burlington  Quarter  63 

In  1784  property  was  secured  by  the  trustees  of  Burlington 
Preparative  Meeting  school: 

A  Minute  from  the  Preparative  Meeting  of  Burlington  was  read  informing 
that  the  Trustees  of  the  School  belonging  to  that  Meeting  had  made  a  purchase 
of  a  lot  of  ground  adjoining  the  Meeting  House  lot  fronting  Broad  Street, 
and  proposing  that  this  Meeting  should  appoint  a  committee  to  take  a  title 
for  the  same  in  the  manner  which  in  like  cases  has  been  customary;  and  the 
Meeting  apprehending  that  it  may  be  safe  to  appoint  a  Committee  as  they 
desire,  the  following  Friends  are  therefore  named  for  that  service:  viz.  John 
Cox,  Robert  Grubb,  Joseph  Smith,  Joseph  Wetherill,  Robert  Smith  and  Daniel 
Smith,  and  directed  to  take  a  title  for  the  said  lot  as  usual,  declaring  it  to  be  in 
trust  for  the  use  of  Friends  School,  belonging  to  the  Preparative  Meeting  of 
Burlington,  under  the  direction  of  the  said  Preparative  Meeting.15 

In  1785  they  reported  that  a  deed  had  been  executed  and  a 
declaration  of  trust  drawn  up  and  signed  by  all  the  committee, 
■stating  that  the  said  estate  was  vested  in  them 

in  trust  for  the  sole  use  and  benefit  of  Friends’  school  of  Burlington  under 
the  direction  and  care  of  the  Preparative  Meeting  of  Friends  held  at  Burling¬ 
ton  to  be  appropriated  by  the  Trustees  of  the  said  school  duly  appointed,  or 
by  the  said  Preparative  Meeting  as  they  may  think  best.16 

In  1792  proposals  are  noted  in  the  minutes  concerning  the 
erection  of  a  new  school  house  at  Burlington17  and  a  report  made 
on  the  situation  of  schools  at  other  places. 

We  have  attended  our  appointment  in  Monthly  Meeting  since  last  quarter, 
and  may  inform  that  at  Burlington  there  is  no  school  at  present,  but  they  have 
a  prospect  of  one  this  Fall;  at  Ancocus  they  have  no  school  but  hope  to  open 
one  soon  if  a  suitable  Master  can  be  obtained;  at  Springfield  and  Mansfield 
Neck  they  have  schools  which  have  been  visited  monthly.  But  no  addition 
to  the  funds  in  either  Meeting  appears  since  last  year.18 

The  records  of  some  of  the  meetings  for  the  maintenance  of 

lbIbid.,  6/IX/1784.  16 Ibid. ,  3/I/1785. 

17This  new  school  was  on  York  Street,  where  a  lot  containing  an  acre  three 
quarters  and  thirteen  perches  had  been  obtained.  It  was  forty  feet  by  twenty, 
had  a  door  in  front  and  one  at  each  end,  and  was  built  of  brick.  Rebecca  H. 
Roberts  of  Burlington  gives  the  following  list  of  teachers  with  the  period  of 
their  service:  Joseph  Clark,  1779;  Daniel  Smith  and  his  son  Benjamin,  1781; 
Benjamin  Smith,  1783;  Henry  Atherton,  1785;  Joseph  Pierce,  1790;  Benja¬ 
min  Tucker,  1793;  John  Griscom,  1794;  Jos.  Mifflin,  1807;  Stephen  Pike, 
1815;  James  Taylor,  1826;  Mayberry  McVaugh,  1829;  Geo.  B.  Deacon,  1830 
George  W.  Taylor,  1831;  Abel  Busby,  1834;  Benjamin  H.  Deacon,  1836; 
Jessie  W.  Haines,  1838;  Geo.  M.  Glover,  1839;  Adeline  Glover,  1840;  Mary 
and  Martha  Gummere,  1850;  Louisa  C.  Landis,  1851;  Hannah  C.  Parry, 
1852;  Charles  Atherton,  1855;  Nathaniel  Bull,  i860;  Eliza  Hinchman,  i860; 
Martha  Allen,  1861;  Mary  C.  Stokes,  1873;  and  Bernice  Allinson,  1875. 

18Burlington  Prep.  Mtg.  Sch.  Com.  Records,  6/VIII/1792. 


64 


Quaker  Education  in  New  Jersey 


schools  are  extremely  irregular,  and  the  usual  reason  offered,  if 
any,  is  the  lack  of  teachers.  Thus  in  1797  all  meetings  had  a 
school  or  schools  except  Mansfield  Neck;  in  1798  their  school  was 
still  vacant;  later  in  the  same  year,  “At  Ancocas  and  Mansfield 
Neck  are  none  at  present;”  in  1800  schools  were  in  operation  in  all 
four  places;  in  1801  “at  Burlington  and  Mansfield  Neck  schools 
are  vacant,  at  the  former  for  want  of  a  teacher ;”  and  in  1802  a 
school  was  again  in  operation  at  each  place.19 

In  1799  a  minute  was  produced  concerning  the  school  property  at 
Old  Springfield  which  had  been  conveyed  about  1779,  soon  after 
the  first  recommendation  had  been  received  regarding  the  establish¬ 
ment  of  schools.20 

By  1805  the  number  of  standard  established  schools  had  de¬ 
clined  as  only  five  were  reported  for  the  entire  Quarterly  Meeting.21 
In  that  year,  for  the  purpose  of  getting  more  exact  information  on 
schools,  and  to  stimulate  lower  meetings  to  greater  activity,  it  was 
proposed  that  a  regular  annual  query  on  schools  be  adopted. 
This  was  soon  accomplished.22 

In  1818  two  schools,  one  at  Burlington  and  one  at  Ancocas,. 
were  reported;  in  1819,  three,  the  two  above  mentioned,  and  a 
third  at  Lower  Mansfield;  in  1820,  at  Burlington,  Rancocas,  and 
Old  Springfield;  and  the  same  report  for  182 2. 23 

From  this  point  we  shall  trace  the  growth  of  the  Preparative 
Meeting  school  of  Burlington.  In  1823  its  trustees  reported  as 
follows : 

The  school  has  been  visited  monthly  by  some  of  their  number,  and  that 
the  good  order  and  improvement  of  the  children  have  been  satisfactory. 

The  debts  due  for  repairs  and  improvements  of  the  school  property  (re¬ 
ported  last  year)  have  been  discharged  and  on  settling  the  Treasurer’s  account* 
there  appears  a  balance  in  his  hands  of  five  dollars,  forty-eight  cents. 

A  set  of  maps  has  been  purchased  for  the  use  of  the  school,  the  cost  of  which 
is  twenty-five  dollars,  and  which  remains  unpaid. 

Thomas  Collins,  Clerk.24 

In  1829  we  learn  that: 

Samuel  R.  Gummere  having  informed  the  Trustees  of  his  prospect  of  leaving 

™Ibid.,  7/VIII/1 797,  5/II/1798,  6/VIII/1798,  3/II/1800,  2/II/1801,  and 
1 /II/1802. 

20See  page  75.  21Min.  Burlington  Q.  Mtg.,  26/II/1805. 

22Ibid.  23 Ibid.,  2/II/1818;  1/II/1819;  7/II/1820;  and  4/II/1822. 

24Min.  Burlington  Prep.  Mtg.,  School  Com.,  1823. 


Schools  of  Burlington  Quarter 


65 


the  dwelling  house  and  premises,  and  James  Taylor’s  term  of  service  having 
expired,  it  appeared  desirable  that  a  person  qualified  to  teach  the  school  might 
be  obtained,  who  would  occupy  the  same  and  take  a  few  scholars  as  boarders; 
in  order  that  it  might  be  conducted  more  in  conformity  with  the  original  de¬ 
sign  of  the  Preparative  Meeting,  and  Mayberry  McVaugh  making  application, 
an  agreement  has  been  entered  into  with  him  and  he  has  now  moved  into  the 
house  and  proposes  to  open  the  school  in  a  few  days.25 

The  report,  a  year  later,  stated: 

The  trustees  appointed  by  the  Preparative  Meeting  to  have  charge  of  the 
school  for  the  past  year,  report  that  the  usual  monthly  visits  have  been  made 
by  some  of  their  number,  accompanied  by  part  of  the  Women’s  Committee. 
The  average  number  of  scholars  has  been  about  forty  and  an  improvement  in 
their  learning  has  been  noticed.26 

In  1831  occurred  another  change  of  teachers.27 

Mayberry  McVaugh  having  informed  the  Trustees  of  his  intention  to  leave 
the  premises  and  give  up  the  school  on  the  1st  of  Tenth  mo.  next  (at  which 
time  his  agreement  with  them  expires)  they  have  a  prospect  of  engaging  George 
W.  Taylor  to  teach  the  school  and  of  renting  to  him  the  dwelling-house,  with 
the  view  of  his  accommodating  a  few  children  as  boarders  and  scholars  who 
are  members  of  our  Society.28 

In  1837  the  school  was  reported  under  the  care  of  Benjamin 
Deacon,  “a  competent  teacher,”  but  the  number  of  scholars  was 
only  22,  with  an  average  attendance  of  14.  By  1840,  however, 
the  number  had  risen  to  about  40.  In  that  year  a  further  report 
was  given  by  the  trustees  as  to  organization,  and  the  subjects 
taught  in  the  school. 

That  the  school  which  at  the  date  of  last  report  had  been  closed  for  a  short 
time  was  again  opened  on  the  16th  of  last  9th  month,  under  the  care  of  the 
present  teacher,  George  M.  Glover.  Many  of  the  former  scholars  having  been 
dispersed  among  the  other  schools  of  the  place,  but  a  small  number  entered 
at  the  commencement.  During  the  autumn,  however,  the  school  attained  a 
considerable  size. 

In  the  early  part  of  the  4th  month  the  school  was  divided  in  compliance 
with  the  wish  of  the  teacher  into  two  departments — the  girls  being  placed  in  a 
separate  room  and  instructed  by  his  sister — the  boys  being  still  taught  by 
himself — and  both  divisions  receiving  his  general  oversight.  This  arrangement 
combines  the  advantages  of  more  thorough  instruction  with  what  is  always  a 
desirable  object,  the  immediate  management  of  girls  by  a  person  of  their  own 
sex — and  at  the  same  time  the  teacher  is  much  relieved  in  his  arduous  duties. 

-Hbid.,  1829.  26  Ibid.,  1830. 

27Teachers  apparently  are  not  wont  to  remain  more  than  a  year  or  two; 
customary  elsewhere. 

2SIbid.,  1831. 


66 


Quaker  Education  in  New  Jersey 


The  two  departments  divide  the  school  about  equally  and  each  contains 
nearly  twenty  pupils. 

A  monthly  visitation  has  been  regularly  kept  up  both  by  the  Trustees  and 
the  Women’s  Committee— the  exercises  of  the  school  have  been  carefully 
observed,  and  the  progress  of  the  pupils  inspected  from  time  to  time.  The 
branches  taught,  comprise  orthography,  reading,  writing,  arithmetic,  geog¬ 
raphy,  grammer,  history,  mathematics  and  the  elements  of  Natural  Philosophy, 
Chemistry,  Astronomy.  Spelling  is  taught  in  part  by  dictation.  This  plan 
enables  the  teacher  to  economize  in  time  and  labor  while  it  imparts  to  the 
learner  a  more  practical  knowledge  of  this  fundamental  branch  of  education. 
From  successive  examinations  of  the  copy  books  a  marked  improvement  is 
to  be  traced  in  the  writing  of  most  of  the  scholars.  The  study  of  arithmetic 
and  of  some  of  the  branches  of  mathematics  appears  to  be  successfully  pur¬ 
sued.  In  regard  to  the  other  branches  taught  it  may  be  remarked  that  they 
receive  their  due  proportion  of  time  and  attention  and  that  the  general  progress 
in  them  is  satisfactory.  It  is  proper  also  to  add  that  the  Scriptures  are  read 
in  the  school  daily. 

The  industry  and  order  of  the  school  afford  evidence  that  the  system  of 
instruction  and  discipline  is  well  adapted  and  judiciously  applied — and  the 
Trustees  feel  great  satisfaction  in  recommending  the  Preparative  Meeting 
School  to  the  patronage  and  support  of  Friends.29 

In  1842  the  Yearly  Meeting,  by  means  of  a  questionnaire  of 
somewhat  lengthy  dimensions,  undertook  to  ascertain  the  exact 
status  of  education  in  each  Preparative  Meeting.  The  answers 
to  these  inform  us  that: 

1st.  There  are  9  boys  and  16  girls,  members  of  our  Meeting  between  the  age 
of  5  and  16  years,  18  of  whom  are  receiving  education  at  schools  in  Burling¬ 
ton  City — one  female  at  Westtown  Boarding  School  and  there  are  3  boys  and  3 
girls  not  at  any  school  at  present,  but  have  been  till  lately— their  exact  ages 
not  readily  obtained — 

2nd.  19  of  the  above  children  reside  within  the  limits  of  the  two  schools  in 
Burlington  under  the  care  of  our  Preparative  Meeting  and  can  conveniently 
attend  them.  The  remaining  6  reside  in  the  country  and  attend  common 
schools  some  part  of  the  year  in  their  respective  neighborhood. 

3rd.  There  are  two  schools  in  our  limits  one  for  boys  taught  by  a  man  and 
one  for  girls  taught  by  a  female,  both  members  and  supei intended  by  Trustees 
and  a  committee  of  Women  Friends  appointed  by  the  Preparative  Meetings; 
average  number  of  the  boys  school  is  14  scholars,  five  of  whom  are  members, 
the  price  of  tuition  from  4  to  5  dollars  per  Quarter,  average  of  girls  school  20, 
10  of  whom  are  members,  price  of  tuition  2  to  4  dollars  per  quarter. 

4th.  We  have  one  school  house  in  Burlington  and  an  annual  income  for 
house  and  ground  rent  of  about  $300  (in  lead  pencil  above  it  was  250)  appropri¬ 
ated  to  pay  the  Teacher  and  educating  the  poor  Friends  Children. 


29  Ibid.,  1840. 


Schools  of  Burlington  Quarter  67 

5th.  Neither  of  our  schools  receive  aid  from  the  public  school  fund  and  of 
course  are  not  under  the  control  of  the  officers  of  the  Public  Schools. 

6th.  There  are  two  private  schools  in  our  limits,  one  for  boys  taught  by  a 
man  and  one  for  girls  taught  by  a  female  both  of  whom  are  members.  The 
boys  school  averages  about  30  scholars  (one  of  whom  is  a  member  and  belongs 
to  a  neighboring  Meeting).  The  branches  taught  are  reading,  writing,  arith¬ 
metic,  grammar,  geography,  mathematics,  history,  natural  philosophy,  the 
French  and  Latin  Languages  taught  in  the  former,  the  price  of  tuition  $6-$  1 2 
per  quarter.  The  average  number  of  the  girls  school  is  about  17  scholars,  3  of 
whom  are  members,  the  branches  taught  are  reading,  writing,  arithmetic, 
grammar,  geography,  history,  botany  and  natural  philosophy.  Tuition  $5  per 
quarter.  3  Friends  children  attend  this  school,  the  latter  school  receives  a 
proportion  of  the  Public  School  fund. 

7th.  There  is  one  city  Corporation  school  in  Burlington  open  all  the  year, 
average  number  of  scholars  about  80.  There  are  also  7  private  schools  in 
Burlington  that  receive  a  portion  of  the  public  school  fund  monthly, — open 
all  the  year,  averaging  in  the  aggregate  about  260  scholars,  none  of  our  number 
attend  any  of  the  above  schools  at  present.  Some  of  the  teachers  in  the  above 
schools  are  respectable  and  even  qualifie'd. 

8th.  There  are  no  schools  taught  in  any  of  our  Friends’ families  at  present.30 

In  1843  we  find  in  the  records  of  the  school  committee  a  letter 
written  by  the  teacher,  which  throws  light  on  the  difficult  situation 
in  which  the  school  found  itself. 

To  the  trustees: 

Previously  to  my  engaging  in  your  schools  it  was  stipulated  by  your  sub¬ 
committee  that  I  should  receive  a  salary  of  $150  per  annum  for  the  1st  year, 
and  that  it  should  be  continued,  if  the  funds  of  the  school  should  admit  of  it, 
if  not  that  I  should  receive  $100.  For  the  first  year  I  received  the  $150,  but 
for  each  of  the  two  last  years  I  have  received  only  $100. 

Now  I  am  willing  to  submit  for  your  consideration  whether  your  funds  are 
not  sufficient  to  admit  of  your  allowing  me  Si 50  as  stipulated  by  your  sub¬ 
committee. 

1  am  induced  to  make  this  request  partly  on  account  of  the  reduced  state 
of  my  school,  having  at  present  only  ten  scholars,  two  of  whom  expect  to  leave 
soon  for  Westtown  School.  The  decrease  in  my  school  has  been  caused  by  the 
establishment  of  the  public  school. 

Perhaps  it  may  be  a  subject  worthy  of  the  consideration  of  the  Trustees 
whether  or  not  anything  can  be  done  to  increase  the  interest  of  our  school. 

Respectfully, 

Geo.  M.  Glover. 

8  mo.  29th  1843.31 

In  1844  it  was  necessary  to  raise  the  mistress'  salary  also  and  for 
the  same  reason. 


30Ibid.,  1842.  uIbid. 


68 


Quaker  Education  in  New  Jersey 


The  female  teacher  having  been  discouraged  by  the  smallness  of  the  school 
and  the  Trustees  being  desirous  to  secure  the  continuance  of  her  services,  it  was 
resolved  to  make  her  situation  worth  to  her  $250  per  annum — with  the  under¬ 
standing  however  that  the  Trustees  were  not  to  be  responsible  for  the  collection 
of  her  bills.  The  salary  of  the  male  teacher  being  as  last  year  $150 — in  ad¬ 
dition  to  his  receipts  for  tuition.32 

That  the  public  schools  drew  away  a  very  genuine  support  of 
the  Friends  schools  is  seen  in  the  fact  that  there  was  a  general 
falling  off  of  attendance  wherever  the  public  schools  opened. 
Those  drawn  away  in  the  case  of  Burlington,  however,  were  mostly 
outsiders,  and  not  the  members.  In  1856  there  were  26  children 
reported  of  age  to  go  to  school.  These  were  distributed  as  follows : 
11  taught  at  home,  5  at  Friends  school,  4  at  Westtown,  3  at  a 
school  taught  by  a  member,  while  3  attended  “other  schools/' 
probably  the  public  institutions.33 

In  1870  we  are  informed  that: 

...  In  addition  to  the  usual  English  branches  and  drawing,  the  higher 
mathematics  and  Latin  and  French  are  now  taught,  thus  enhancing  the  value 
of  the  course  as  preparatory  to  a  higher  school. 

The  number  of  pupils  during  the  year  has  been  39 — 14  boys  and  25  girls. 
Of  these  10  were  members  and  several  others  connected  with  Friends.34 

We  now  turn  our  attention  to  the  school  at  Rancocas.  In  1803 
Rancocas  received  information  that  the  monthly  meeting  expected 
to  cast  the  burden  of  schools  where  it  properly  belonged,  i.  e.,  on 
the  lower  meetings,  and  that  a  report  must  be  sent  in  giving  a 
particular  account  of  the  state  of  schools.35  Six  years  later  steps 
were  taken  for  more  permanent  accommodations  for  the  school¬ 
master,  apparently  at  the  latter’s  suggestion. 

John  Gummere  having  proposed  to  continue  in  our  school  provided  a 
suitable  house  for  his  accommodation  could  be  obtained;  and  the  trustees 
taking  the  subject  into  consider ation  agree  to  propose  to  the  Preparative 
Meeting  that  a  lot  of  ground  be  purchased  in  a  suitable  siutation  and  a  dwelling 
house  be  erected  thereon  to  accomodate  a  schoolmaster,  and  they  further  in- 

Z2Ibid.,  1844.  33  Ibid.,  1856. 

34It  appears  from  the  fact  that  there  are  no  minutes  of  the  school  committee 
after  1870,  and  the  Quarterly  Meeting  Minutes  mention  only  three  schools 
in  place  of  four,  that  the  Burlington  Preparative  Meeting  School  was 
discontinued  at  that  time,  though  perhaps  held  irregularly.  Mary  C.  Stokes 
and  Bernice  Allinson  are  mentioned  elsewhere  as  teachers  in  1873  and  1875, 
respectively. 

35Min.  Rancocas  Prep.  Mtg.,  1/IX/1803. 


Schoolmaster’s  Dwelling  at  Rancocas 


Schools  of  Burlington  Quarter 


69 


70  Quaker  Education  in  New  Jersey 

form  that  such  a  lot  of  land  may  be  obtained  of  Samuel  Ellis  for  40  dollars  per 
acre.36 

Two  months  thereafter  the  trustees  were  instructed  to  complete 
the  purchase  of  the  lot  and  in  1810  a  plan  for  a  school-master’s 
house  was  presented.  The  latter  was  completed  at  a  cost  of 
$930.00.  As  a  further  encouragement  for  teachers  a'  barn  was. 
proposed  in  1817: 

Information  having  been  received  from  the  trustees  of  the  school  that  a 
new  barn  etc.  is  wanted  on  the  lot  appropriated  for  the  convenience  of  the 
school  teacher — with  which  sentiment  the  meeting  unites  and  leaves  them  at 
liberty  to  raise  what  money  they  may  think  proper  by  a  voluntary  subscription, 
and  if  there  should  be  any  surplus  for  it  to  be  annexed  to  the  school  fund.37 

In  1818  a  report  on  the  school  was  brought  forward  as  follows : 

The  clerk,  on  behalf  of  the  trustees  of  the  school  produced  their  report  for 
the  past  year,  by  which  it  appears  that  in  consequence  of  improvements  done 
on  the  lot,  school  house  etc.  they  have  expended  what  money  was  in  their 
hands  and  that  there  yet  remains  a  deficiency  unprovided  for  of  $45.22;  and 
they  propose  raising  $100  to  meet  it,  and  to  enable  them  to  accomplish  some 
other  improvements. 

They  likewise  report  that  the  school  has  had  their  attention,  that  it  is  orderly 
conducted  and  scholars  generally  improving  in  their  learning.38 

In  1820  the  school  benefitted  by  two  bequests,  one  from  Howard 
Buzby  amounting  to  £  25,  and  the  other  from  George  Dilwyn  of 
£20.  Two  years  later  it  became  necessary  to  erect  a  new  house: 

They  also  report  that  the  house  in  which  the  school  is  held  is  so  old  and  out 
of  repair  they  that  cannot  indulge  a  reasonable  hope  of  its  being  suitable  for 
the  purposes  of  a  school  another  year ;  they  therefore  suggest  to  the  Preparative 
Meeting  the  propriety  of  authorizing  the  succeeding  trustees  to  build  a  new 
house  on  the  lot  whereon  the  present  one  stands  within  the  ensuing  year.39 

The  above  proposal  was  approved  by  the  Meeting,  and  in  1823, 

They  also  report  that  a  school  house  has  been  erected  agreeably  to  the  di¬ 
rection  of  the  Preparative  Meeting  in  the  2d  mo.  last,  and  that  the  whole  ex¬ 
pense,  including  the  price  of  a  new  stove,  etc.  is  $557.59;  and  that  the  funds 
including  the  price  obtained  for  the  old  school  house  amounts  to  $559.23, 
leaving  a  balance  in  favor  of  the  school  fund  of  $1.64. 40 

After  the  division  in  1827  the  schools  at  Rancocas  and  Old 
Springfield  were  continued  under  the  direct  control  of  the  new 
organization.  In  1829  a  report  was  produced  as  though  nothing 
out  of  the  ordinary  had  taken  place. 


™Ibid.,  28/IX/1809.  37 Ibid .,  3/VII/1817. 

™Ibid.,  3/I/1822.  ™Ibid.,  30/I/1823. 


33  Ibid.,  1/I/1818. 


Schools  of  Burlington  Quarter 


71 


That  the  school  has  been  regularly  conducted  under  their  care  since  last  . 
report;  Jacob  Knight  continued  in  the  school  as  teacher  until  the  17th  of  the 
4th  month  last.  On  the  18th  of  the  same  month,  Susan  Haines  took  charge 
of  the  school  as  teacher  by  agreement  with  the  trustees  and  continued  in  the 
same  until  the  21st  of  nth  month  last.  On  the  23rd  of  the  same  month 
Jacob  Knight  .  .  .  again  took  charge  of  the  school  and  is  now  .  .  .  the  teacher. 
It  is  believed  the  school  for  the  past  year  has  been  satisfactorily  conducted 
and  the  scholars  have  made  encouraging  progress  in  their  learning;  on  an  ex¬ 
amination  of  the  treasurer’s  accounts  it  appears  there  is  a  balance  due  the  school 
fund  in  cash  of  $65.31  and  in  monies  due  $47.25.  There  are  three  schools, 
superintended  by  committees,  the  preparative  meetings,  and  taught  by  mem¬ 
bers.41 

The  third  one  was  probably  at  Lower  Mansfield.  Seven  years 
later  only  two  were  reported.42 

In  1837,  the  Hicksite  Meeting  being  acquainted  with  the  fact 
that  Orthodox  Friends  were  planning  to  erect  a  school,  made  an 
amicable  proposal  that  they  should  join  together  in  the  support 
of  one. 

To  the  Preparative  Meeting  of  Orthodox  Friends  (so  called)  held  at  Ancocus, 

This  meeting  has  been  informed  that  preparations  are  making  by  you  for 
the  erection  of  a  building  on  the  Meeting  House  lot  intended  for  a  school  house. 
We  have  thought  this  a  fit  occasion  to  address  you  upon  the  subject  and  let 
you  know  that  in  the  first  place  it  has  at  all  times  been  our  disposition  to 
endeavor  to  make  such  arrangements  as  would  be  mutually  satisfactory  relative 
to  a  school  in  this  place,  and  in  such  manner  that  we  could  maintain  one  good 
school  in  peace — instead  of  two  of  an  inferior  character  in  strife.  We  do  not 
see  any  insuperable  difficulties  in  the  way. 

If  however,  you  should  think  differently,  we  can  but  express  our  regret  and 
at  the  same  time  would  apprize  you  that  from  motives  of  peace  we  do  not, 
propose  to  interfere  with  the  progress  of  your  building,  yet  we  think  we  can 
see  an  increase  of  the  present  difficulties  must  be  the  consequence  of  two  such 
rival  (and,  it  is  to  be  feared)  hostile  schools  so  near  to  each  other — And  that 
no  part  thereof  may  be  justly  chargeable  to  us,  or  we  accused  of  remissness  in 
suitable  endeavors  to  promote  good  neighborhood,  we  have  thought  it  right 
to  communicate  with  you,  and  to  inform  that  in  case  this  is  received  in  the 
same  spirit  in  which  it  is  dictated  that  our  trustees  of  the  school  are  fully 
authorized  to  treat  with  any  persons  you  may  appoint  for  that  purpose. 

The  clerk  of  this  Meeting  is  directed  to  furnish  a  copy  of  the  above  communi¬ 
cation  to  the  clerk  of  the  meeting  to  which  it  is  addressed,  with  a  request  that 
he  should  lay  it  before  that  Meeting.43 


41Min.  Rancocas  Prep.  Mtg.,  (H.),  31/XII/1829. 
^Min.  Burlington  Mo.  Mtg.,  (H.),  1/II/1836. 
^Min.  Rancocas  Prep.  Mtg.  (H.),  26/X/1837. 


72 


Quaker  Education  in  New  Jersey 


In  1845  a  report  stated  the  school  had  been  kept  open  about  10 
months  of  the  year.  In  1851, 

The  trustees  report  that  the  school  has  been  kept  open  about  9  months  in 
the  past  year;  in  the  summer  session  about  6  months;  three  months  the 
winter  season.  The  summer  by  a  female,  the  winter  by  a  male  teacher.  They 
also  settled  with  their  tieasurer  and  find  a  balance  ...  of  $2 1.36. 44 

In  1855  it  was  agreed  that  the  meeting  house  in  Mansfield  town¬ 
ship  be  used  by  the  district  trustees  for  educational  purposes.45 

In  1871  the  Rancocas  School  trustees  make  it  evident  that  the 
operation  of  the  district  school  has  caused  them  embarrassment, 
because  of  the  withdrawal  of  funds.  Their  report  was  as  follows: 

The  committee  appointed  to  have  charge  of  the  school  and  school  property, 
report  that  on  examination  of  the  treasurer’s  account  that  there  is  due  him 

$36.17. 

They  also  report  that  the  school  has  been  maintained  a  part  of  the  year  under 
the  care  of  a  person  in  membership  with  us — 

And  a  part  of  the  time  by  a  person  not  in  membership — But  generally  to 
good  satisfaction. 

The  committee  or  trustees  believe  it  proper  to  state  that  the  opeation  of 
the  law  of  this  state  in  regard  to  school  now  deprives  them  from  receiving  any 
part  of  the  State  school  funds  .  .  .  raised  by  taxation,  or  interest  of  the 
surplus  revenue  (so  called). 

And  if  the  school  is  maintained  upon  the  original  ground  of  Friends’  concern 
for  the  promotion  of  well  regulated  schools,  it  must  be  a  pay  school.  Except 
so  far  as  the  funds  under  the  control  of  the  Preparative  Meeting  may  make  it 
otherwise. 

The  school  house  was  built  with  funds  contributed  by  Friends  and  to  be 
exclusively  under  their  control  upon  property  held  by  them  as  a  place  for 
religious  worship.  To  surrender  the  school  house  and  grounds  to  any  set  of 
men  elected  by  ballot  as  trustees  or  committee  by  the  people  of  the  school 
district  established  by  law,  a  very  small  proportion  of  whom  are  Friends  would 
be  at  variance  with  Friends  testimonies  upon  the  subject  of  schools,  and  a 
non-compliance  with  our  discipline  which  requires  all  gifts  to  be  strictly  applied 
to  the  use  intended  by  the  donors. 

Taking  this  view  of  the  subject  the  Committee  have  declined  to  surrender 
the  school  house  to  the  public  under  the  law.  And  as  a  consequence  the  money 
which  we  believe  equitably  belongs  to  us  is  given  for  the  support  of  a  school 
under  the  management  of  trustees  elected  by  the  people  as  aforesaid.  It 
would  now  appear  that  we  had  no  consistent  left  us,  but  to  submit,  however 
unjust  it  may  appear — We  would  therefore  recommend  that  trustees  for  the 
school  be  appointed  as  heretofore  and  that  they  embrace  every  right  opporr 
tunity  for  the  maintenance  of  a  school  under  the  control  of  Friends. 


44 Ibid .,  23/I/1851. 


43Min.  Burlington  Mo.  Mtg.,  (H.),  2/II/1857. 


Schools  of  Burlington  Quarter 


73 


And  that  they  be  at  liberty  to  use  any  funds  for  that  purpose  which  may 
•come  to  their  hands  from  the  school  property  by  gift  or  otherwise.46 

In  1877  a  report  was  made  setting  forth  some  of  the  difficulties 
met  in  maintaining  the  school: 

The  school  has  been  kept  open  most  of  the  terms  since  last  report  and  taught 
by  teachers  in  membership  with  Friends.  Previous  to  school  year  1877  the 
trustees  employed  Chalkley  Mattack  to  teach  the  school  for  nine  months, 
agreeing  to  pay  him  $35  per  month.  And  the  said  Chalkley  w^as  to  charge  all 
scholars,  except  those  sent  by  Friends  five  cents  per  day  on  behalf  of  the 
trustees,  and  such  money  so  received  to  go  into  the  treasury  of  the  school. 

The  trustees  seeing  their  inability  to  pay  the  said  Chalkley  from  the  funds 
of  the  treasury  applied  to  the  Yearly  Meeting  for  assistance  which  resulted 
by  contributing  Si 00  to  the  school  fund  which  was  paid  to  the  said  Chalkley, 
as  will  appear  more  fully  in  the  Treasurer’s  report. 

In  connection  with  the  Si 00  appropriated  by  the  Yearly  Meeting:  The 
Yearly  Meeting  refurnished  with  improved  desks  and  benches  the  boys’  side 
of  the  school  house,  the  furniture  of  which  was  old,  defaced,  and  dilapidated. 

Previous  to  school  year  of  1878  the  trustees  thought,  considering  the  limited 
funds,  to  contract  no  debts  but  what  they  could  pay,  and  knowing  the  insuffi¬ 
ciency  of  Friends  to  employ  a  suitable  teacher  for  the  ensuing  year,  thought  to 
open  the  school  the  1st  of  the  nth  month  for  a  session  of  5  m.onths  and  for  a 
compensation  for  the  yearly  term  of  Si 25,  or  S25  per  month;  the  use  of  the 
school  house  and  all  the  teacher  could  make  out  of  the  school,  charging  at  the 
rate  of  5  cents  per  day.  Charles  Stokes,  Jr.,  was  employed  to  teach  the  school 
on  the  above  conditions. 

The  school  has  been  well  patronized,  attended  by  34  scholars,  only  2  of  whom 
were  Friends  owing  to  which  fact  the  teacher  insisted  that  it  was  not  practical 
to  attend  mid-week  meetings.47 

In  1880  the  school  at  Rancocas  was  kept  open  “most  of  the  year’’ 
by  Mary  Dubball  “a  female  in  membership.”  “She  taught  and 
managed  the  school  to  satisfaction.”  At  the  time  of  this  report 
the  trustees  note  that  they  have  leased  the  school  property  now 
“to  Alexander  Thompson  and  Rebecca  his  wife.”48  In  accordance 
with  this  the  monthly  meeting  stated  in  1883,  “We  have  no  school 
as  queried  after,”49  but  the  school  was  later  revived.  In  1895, 
“Rancocas  reports  a  school  as  queried  after,  but  not  superintended 
by  a  committee  appointed  by  the  Preparative  Meeting.”50  In 
1920  the  monthly  meeting  reported: 

We  have  one  school  under  the  care  of  the  Monthly  Meeting  taught  by  a 

46Min.  Rancocas  Prep.  Mtg.,  (H.),  21/XII/1871.  '-Ibid.,  27/III/1877. 

™Ibid.,  22/III/1880.  49Min.  Burlington  Mo.  Mtg.,  (H.),  5/II/1883. 

50  Ibid.,  15/II/1895. 


74 


Quaker  Education  in  New  Jersey 


Friends’  School  at  Rancocas  Now  occupied  as  a  dwelling 


Schools  of  Burlington  Quarter 


75 


person  having  one  parent  a  member — the  pupils  attend  mid-week  meetings 
with  the  teacher.  Number  of  pupils  6,  number  of  members,  2. 51 

A  year  later  steps  were  taken  to  occupy  the  house  as  a  residence. 

A  proposition  to  change  the  Friends’  School  house  into  a  dwelling  house  was 
discussed  and  duly  criticised  and  united  with  that  the  (changes  ?)  be  made 
and  the  property  committee  to  take  the  matter  in  charge  and  proceed  with  the 
work  at  an  expense  not  to  exceed  $60.00.  The  year  book  for  1921  was  received 
and  distributed.52 

A  study  of  the  records  relating  thereto  seems  to  indicate  that 
the  official  Friends’  School  at  Old  Springfield  was  established  in 
1779.  “In  or  about  that  year  they  had  two  acres  of  ground 
conveyed  by  deeds  in  trust  for  the  use  of  a  school,”  and  in  the 
same  year  the  committee  informed  that  “there  is  a  school  taught 
by  a  Friend  ...  in  Old  Springfield  .  .  .”53 

This  school  was  still  controlled  by  the  Society  in  1835,  and  from 
that  time  to  about  1870  we  can  trace  its  history  more  in  detail. 
In  1836  the  meeting  stated: 

We  have  one  school  taught  by  a  member  and  superintended  by  a  committee 
appointed  by  the  Preparative  Meeting'.54 

A  more  complete  report  on  the  status  of  the  school  was  produced 
soon  after: 

.  .  .  The  last  year’s  committee  now  report  they  have  visited  the  school 
generally  every  month;  likewise  report  an  addition  of  $200  to  the  funds  be¬ 
queathed  by  William  Ridgway;  it  now  stands  thus:  a  house  and  lot  of  two 
acres  of  land,  also  $522.57 — $180.58  of  said  sum  was  taken  to  purchase  land, 
the  residue  being  $342.09  in  obligations.  There  is  of  interest,  which  has 
grown  out  of  the  above  fund,  and  now  at  interest  $107.91,  making  altogether 
now  at  interest  $450.00  besides  the  land.  Also  settled  with  the  treasurer  and 
find  a  balance  in  his  hands  of  $76.09 due  the  school.55 

In  1873  Old  Springfield  was  leased  to  the  district  trustees,  as 
described  in  the  following  extract: 

This  indenture  made  this  5th  day  of  12th  month  in  the  year  of  our  Lord  one 
thousand  eight  hundred  and  seventy- three,  witnesseth  that  we  Daniel  S.  Zelley, 
Joseph  Hancock,  Nathan  Stevenson,  Clayton  Zelley,  and  Stacy  Stevenson, 
being  a  majority  of  a  committee  appointed  by  Old  Springfield  Preparative 
Meeting  to  have  in  charge  the  school  house  and  property  connected  with  said 

blIbid.,  13/II/1920. 

b2Ibid.,  7 /I/ 1 92 1.  For  photograph  of  Rancocas  School  as  it  now  stands,, 
see  page  74. 

MMin.  Burlington  Mo.  Mtg.,  4/III/1799  and  2/VIII/1779. 

54Min.  Old  Springfield  Prep.  Mtg.,  (H.),  21/I/1836. 

bbIbid.,  15/XII/1836. 


76 


Quaker  Education  in  New  Jersey 


House  occupied  by  the  school  of  Old  Springfield  Leased  in  1873  to  District  Trustees 


Schools  of  Burlington  Quarter 


77 


The  Master’s  Dwelling,  a  part  of  Old  Springfield  School  Property 


78 


Quaker  Education  in  New  Jersey 


meeting,  do  lease  unto  the  trustees  elected  by  the  legal  voters  of  School  Dis¬ 
trict  number  thirty-nine,  viz.  Edwin  Black,  Gilbert  L.  Swain,  and  Charles  G. 
Warner,  all  of  the  township  of  Springfield,  county  of  Burlington  and  state  of 
New  Jersey,  the  school  house  together  with  the  playgrounds  attached  thereto, 
adjoining  aforesaid  meeting  property,  for  the  term  of  one  year  (or  such  time 
as  the  school  house  is  occupied  and  kept  open  as  a  district  school)  from  the 
tenth  day  of  eleventh  month  A.  D.  1873  for  the  consideration  of  eight  dollars 
(per  month)  cash  in  hand  paid,  to  them  or  their  successors  in  office,  and  at  the 
expiration  of  said  term  to  yield  the  peaceable  possession  thereof  to  the  said 
committee,  first  above  named,  or  their  successors,  in  as  good  condition  as  when 
received,  general  wear  and  tear  excepted,  in  witness  whereof  we  have  set  our 
hands  and  seals  the  day  and  year  above  written. 

Committee  Joseph  Hancock 

Daniel  S.  Zelley 
Clayton  Zelley 
Stacy  Stevenson 
District  Edwin  Black 

Trustees  Gilbert  L.  Swain 

Charles  G.  Warner 

(On  Nov.  10th,  1874,  the  above  lease  was  continued  in  force  by  general  con¬ 
sent.)56 

Chesterfield  Monthly  Meeting 

The  Monthly  Meeting  of  Chesterfield  was  established  in  1684, 
and  was  composed,  either  at  that  date  or  later,  of  Chesterfield, 
Trenton,  Eastbranch,  Bordentown,  and  Stony  Brook  preparative 
meetings. 

The  first  educational  concern  that  we  find  in  this  monthly 
meeting  was  in  connection  with  the  placing  out  of  children  of  poor 
parents  at  the  expense  of  the  meeting.57  It  is  evident  however, 
that  very  early  after  the  establishment  of  the  meeting,  a  school 
was  available,  as  a  minute  of  1693  indicates: 

“It  is  agreed  by  this  meeting  that  weekday  meeting  be  kept  every  fourth 
day  of  the  week  at  falles  in  the  school  house.”58 

But  further  information  on  schools  at  that  date  we  have  none. 
Special  meetings  for  young  people  were  established  according  to  a 

56Misc.  Papers  of  Old  Springfield,  deposited  at  15  &  Race  Streets,  Phila¬ 
delphia.  Concerning  the  “per  month”  in  the  above  we  cannot  be  certain: 
this  item  is  written  in  between  the  lines — such  a  thing  in  the  records  is  usually 
acknowledged  at  the  end  as  having  been  written  before  the  signatures  were 
made.  Here  such  is  not  the  case;  moreover  the  “per  month”  appears  in 
lighter  ink  and  in  slightly  altered  hand. 

57Min.  Chesterfield  Mo.  Mtg.,  7/IX/1689.  bSIbid.,  7/XII/1693. 


Schools  of  Burlington  Quarter 


79 


minute  of  1697,  which  contributed  to  their  education,  but  not  their 
“school  education”  in  which  we  are  primarily  concerned  here.59 

With  the  last  quarter  of  the  eighteenth  century  came  the  “edu¬ 
cational  revival”  and  the  establishment  of  official  Friends’  schools 
in  Chesterfield,  such  as  we  have  already  noted  elsewhere.  In 
1779  the  committee,  previously  appointed,  stated: 

some  care  is  taken  agreeable  to  the  advice  of  the  Yearly  Meeting  and  some 
progress  made  in  some  places  .  .  ,60 

In  1783  Joseph  Forsythe  reported  for  the  committee  that  they 
believed  subscription  funds  should  be  started  at  each  Preparative 
Meeting  for  the  purpose  of  buying  land,  building  school  houses, 
and,  in  answer  to  a  query  in  1786  the  monthly  meeting  stated 
there  were  schools  established  as  the  Yearly  Meeting  desired.  In 
1787  the  following  form  of  bequest  was  adopted: 

I  give  and  bequeath  unto  A.  B.,  Treasurer  of  the  school  called  Friends  school 
of - or  to  the  treasurer  of  the  said  school  for  the  time  being  duly  ap¬ 
pointed  by  the  Trustee  of  said  school  the  sum  of - to  be  paid  in  one  year 

after  my  decease  and  applied,  by  the  said  Trustees  to  and  for  the  benefit  and 
advancement  of  the  said  school  at  their  discretion.61 

In  1791  we  learn,  concerning  Chesterfield,  that 

The  committee  appointed  for  the  establishment  of  schools  agreeable  to  the  di¬ 
rection  of  the  Yearly  Meeting,  reported  there  is  a  house  at  Chesterfield  so  far 
finished  that  a  school  might  be  kept  in  it,  but  it  is  not  yet  occupied  for  that 
purpose,  neither  is  there  any  such  school  within  this  Monthly  Meeting.62 

Shortly  after  the  production  of  the  above  report,  the  Preparative 
Meeting  at  Chesterfield  was  authorized  to  establish  a  school  there : 

The  report  of  the  committee  on  schools  made  in  ye  8  month  last  being  re¬ 
vived  and  the  meeting  taking  ye  same  into  consideration  recommends  the 
Preparative  Meeting  of  Chesterfield  and  they  are  hereby  authorized  to  open  a 
school  in  the  said  house  and  appoint  a  suitable  number  of  Friends  as  Trustees 
to  take  the  care  and  oversight  thereof  and  make  rules  and  regulations  for  the 
government  and  promotion  of  the  institution,  which  rules  and  regulations  shall 
always  be  inspected  by  the  Monthly  Meeting’s  Committee  for  their  approbation 
or  disallowance  and  said  meeting  is  likewise  authorized  to  appoint  a  Treasurer 
to  receive  subscriptions  and  donations  for  accumulating  a  fund.63 

In  1793  report  was  made  that  the  fund  for  this  school  had  in¬ 
creased  to  “several  hundred  pounds.”  In  the  same  year  the  sum 

59Quoted  from  Minutes  of  Q.  Mtg.,  Ibid.,  2/VII/1697. 

MIbid.,  5/VIII/1779.  6lIbid.,  6/III/1787.  62Ibid.,  2/VIII/1791. 

6ZIbid.,  15/XII/1791. 


8o  Quaker  Education  in  New  Jersey 

of  £63/19  /8E2  was  received  as  their  part  of  the  quarterly  meeting 
fund  for  schools. 

As  has  been  found  in  many  other  cases  Chesterfield  abandoned 
the  youths’  meetings  about  the  time  regular  schools  were  estab¬ 
lished,  possibly  due  to  the  fact  that  in  a  school  of  this  nature  the 
aims  of  the  youths’  meetings  could  be  accomplished.64 

In  1794  the  following  report  on  schools  was  made  by  the  com¬ 
mittee: 

We  of  the  committee  on  schools  having  met  and  examined  the  accounts  for 
building  the  school  house,  find  a  balance  of  £  10/17/6  due  to  Joseph  Forsyth 
for  carpenter  work  done  and  the  sum  of  £  2/6/1  pi  due  to  John  Wright,  being 
money  overpaid  by  him  as  receiver  of  subscriptions  for  said  building.  We 
also  agree  to  report  there  are  two  schools  at  Chesterfield  under  the  care  of 
trustees  one  of  which  is  taught  by  a  woman  .  .  .65 

In  1801  the  committee  reported  there  were  two  schools  under 
the  care  of  Friends  and  visited  monthly  by  trustees,  one  of  them 
being  at  Chesterfield  and  the  other  at  Stony  Brook;  they  further 
stated  a  fund  was  established  at  Robins  Preparative  Meeting.66 

In  1807,  1810  and  1 8 1 1  schools  were  reported  at  Chesterfield  and 
Trenton,  but  no  statement  appeared  concerning  Stony  Brook  and 
East  Branch.  In  1814,  1815  and  1816  the  report  returned  was: 
“No  schools  agreeable  to  the  import  of  this  query,’’  but  there  “are 
funds  established  in  each  preparative  meeting  for  the  promotion 
of  schools.’’67  The  failure  of  the  schools  to  measure  up  to  the 
standards  was  probably  due  to  a  lack  of  Friends  to  teach  them. 
After  1820  two  schools,  one  at  Chesterfield,  the  other  at  East 
Branch,  were  again  reported  as  meeting  the  standard.  In  1824, 
there  were  four  of  that  grade: 

3rd.  The  committee  on  schools  report  that  there  are  established  for  the 
education  of  our  youth,  one  school  at  Chesterfield,  one  at  Trenton,  one  at  East 
Branch,  and  one  at  Stony  Brook,  all  under  the  care  of  teachers  in  membership 
with  us  and  superintended  by  committees  appointed  by  the  respective 
Preparative  Meetings.68 

From  this  point  we  shall  turn  our  attention  to  the  schools  at 
each  individual  preparative  meeting.  In  some  preparatives,  after 
the  separation,  two  schools  are  to  be  found  where  before  there 

MIbid.,  3/IX/1793.  65Ibid.,  12/II/1794. 

66Changed  to  East  Branch  by  request  in  1804;  Ibid.,  3 /II/ 1 801. 

6Ubid.,  8/II/1814;  7/II/1815,  and  6/II/1816.  f)*lbid.,  3/II/1824. 


Chesterfield  Friends’  School 


Schools  oj  Burlington  Quarter 


8 1 


82 


Quaker  Education  in  New  Jersey 


was  but  one.  It  will  therefore  be  necessary  to  deal  with  them  in¬ 
dividually.  In  the  case  of  Chesterfield  the  original  school  was 
continued  under  the  direction  of  Hicksite  Friends.  In  1848  they 
note  that  it  has  been  taught  by  Chalkley  White  and  is  in  a  flourish¬ 
ing  condition.  In  i860  two  schools  were  reported  open,  but  a 
small  attendance  at  them.69  In  1865  the  following  report  was 
made: 

There  is  one  school  at  Crosswicks  under  the  care  of  a  committee  of  Friends, 
comprising  30  scholars,  of  which  3  are  members,  but  it  is  not  taught  by  a 
member,  nor  do  they  attend  midweek  meetings.'0 

The  next  year  the  trustees  were  instructed  to  ascertain  the  best 
disposition  they  could  make  of  the  school  house  for  the  ensuing 
year,  and  shortly  thereafter  report  was  received  that  they  had 
rented  it  to  the  public  trustees  for  one  year.71  In  1867  they  re¬ 
ported  : 

The  trustees  appointed  last  year  to  have  charge  of  the  schools,  report  hav¬ 
ing  found  that  nearly  all  the  children  attending  were  of  parents  not  members 
and  after  consulting  with  the  meeting  it  consenting,  agreed  to  charge  the 
trustees  of  school  district  No.  1  of  Chesterfield  seventy  dollars  ($70)  a  year 
for  the  use  of  the  school  house,  which  has  been  paid  and  have  agreed  to  pay 
the  same  for  the  present  year  subject  to  the  direction  of  the  meeting  trustees — ■ 
the  meeting  trustees  introducing  the  rules  that  formerly  governed  the  school.72 

A  further  report  of  1868  indicated: 

The  school  house  has  been  rented  for  the  past  year  for  seventy  dollars  and 
the  school  has  been  kept  subject  to  the  same  rules  and  regulations  that  gov¬ 
erned  the  school  when  Friends  had  charge  of  the  same.  The  District  trustees 
to  be  subject  to  the  direction  of  the  Meeting  Trustees.73 

In  1869  the  school  house  was  rented  to  the  district  for  $100, 
payable  quarterly,  the  school  was  operated  under  the  rules  and 
regulations  that  had  prevailed  when  it  was  a  Friends’  school,  and 
the  District  Trustees  were  “subject  to  the  direction  of  the  Meeting 
Trustees.’’74 

In  1870  the  Monthly  Meeting  reported: 

There  is  one  school  at  Chesterfield  partially  under  the  care  of  Friends,  but 
not  of  the  description  queried  after.75 

69Min.  Chesterfield  Prep.  Mtg.  (H.),  28/VI/1860. 

70Min.  of  Chesterfield  Mo.  Mtg.,  (H.),  7/II/1865. 

71Min.  Chesterfield  Prep.  Mtg.,  (H.),  28/VI/1866. 

72Ibid.,  23/V/1867.  73Ibid.,  25/VI/1868.  7iIbid.}  25/III/1869. 

75Min.  Chesterfield  Mo.  Mtg.,  (H.),  8/II/1870. 


Schools  of  Burlington  Quarter  83 

From  this  time  onward  there  was  no  school  conducted  solely  by 
this  group  of  Friends. 

Returning  now  to  1828  we  find  that  a  school  was  likewise  con¬ 
tinued  by  the  Orthodox  branch  of  Friends  at  Chesterfield.  Re¬ 
ports,  from  time  to  time  show  that  school  funds  were  very  plenti- 


,  j 


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$£<?/?  :  W  a 

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t.SPt  ft  s/tiff>t//Y  ‘SI  y  ff  s  f..~  , 

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•.ftA-fA  ft  ■**<  sS#«  4«  #  */ "ft-rtM-%  • 

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/.v  /'  7f'.K  //fr/M/st  v&*ff>  /  c/Z7/ft73f^,7/Y  v, 

l)  -  /X.  ,3t*f  ^  /yi'Y'Sy  /7 

s/t  X+f/y/ CX+Xf/'t* 3  <B,/*,/xUsy  By 

B  '  •■/  ’%  '  ’  ^  '  '  ■'*  f'~‘  ’  f  f  X7X  Si/.i  /X  y*t  f  Xte/f  <J  /.  .riCv  it  Ztltr  ) 

*V  "T>/  ‘-fSZt  /,»*<■'  7  &X«f&A£*2>  <&*■  '■*  ■r'**7tstlht 

^  Z&vt  ^y  /  f 


r33; 


s~\. 


Facsimile  of  a  financial  report  of  the  school  at  Cross¬ 
wicks.  This  was  one  of  the  largest  funds  recorded  for  an 

INDIVIDUAL  SCHOOL  IN  THE  EARLY  NINETEENTH  CENTURY 

ful76  and  schools  kept  up,  though  not  always  taught  by  members. 
In  1842  they  reported: 

76Amounting  to  3,675.44  in  1828,  3,841.97  in  1829,  4,036.26  in  1830  and 
5»3I6.37>^  in  1839.  See  reports  for  these  dates  in  the  Orthodox  Preparative 
Meeting  Minutes. 


84 


Quaker  Education  in  New  Jersey 


The  School  in  Chesterfield  at  Crosswicks  which  has  been  continued  through 
the  year,  was  taught  during  the  summer  season  by  a  female  in  membership — • 
the  average  number  of  scholars  about  30  of  whom  22  were  members.  It  is  at 
present  taught  by  a  man  Friend.  There  are  35  scholars  of  whom  15  are  mem¬ 
bers.  The  Scriptures  are  daily  read  in  the  schools  and  the  children  attend 
midweek  meetings  with  the  teacher.77 

This  school  was  still  in  existence  in  1850. 78 

School  at  Trenton 

A  school  house  was  mentioned  at  “falles”  in  1693,  it  being  pro¬ 
posed  as  a  place  to  hold  a  meeting.  But,  following  this  early 
mention,  signifying  whatever  it  may,  we  know  little  of  her  school 
history  before  the  nineteenth  century.  In  1798,  replying  to  a  re¬ 
quest  received  from  Trenton  Preparative,  the  Monthly  Meeting 
replied : 

The  committee  appointed  by  the  Monthly  Meeting  to  consider  the  request 
of  Trenton  Preparative  Meeting  respecting  the  division  of  the  fund  for  the 
support  of  a  school  in  the  Preparative  Meeting  of  Chesterfield  are  of  the  mind 
that  the  Monthly  Meeting  hath  no  power  to  divide  any  part  of  the  subscrip¬ 
tions  thereof,  yet  we  advise  Friends  of  Chesterfield  to  consider  them  when  they 
may  open  a  fund  for  the  support  of  a  school  agreeable  to  the  direction  of  the 
yearly  meeting.79 

In  1807  the  same  meeting  stated 

There  is  a  school  at  .  .  .  Trenton,  superintended  by  a  committee  of  the 
Preparative  Meeting  and  taught  by  members  of  the  Society.80 

Ten  years  later  a  committee  for  the  school  was  named: 

The  following  named  Friends  are  appointed  Trustees  to  Friends’  School  in 
this  place:  Joshua  Newbold,  Samuel  Coleman,  Joseph  Decou,  Joseph  Shirm 
and  Lewis  Evans,  who  are  desired  to  pay  the  necessary  attention  thereto, 
likewise  to  apply  to  the  Trustees  of  Chesterfield  and  request  them  to  refund 
the  moneys  that  have  been  subscribed  and  paid  by  persons  who  are  now 
members  of  this  particular  Meeting,  for  the  benefit  of  the  school  in  this  place. 
The  clerk  is  directed  to  furnish  them  with  a  copy  of  this  minute.81 

In  the  same  year  they  record  that 

the  Meeting  united  in  requesting  that  the  moneys  that  have  been  subscribed 
and  paid  to  the  school  fund  at  Chesterfield  by  persons  who  now  are  members 
of  this  particular  meeting  may  be  transferred  to  the  school  fund  in  this  place. 
The  above  request  was  directed  to  be  sent  forward  to  our  next  Monthly  Meet¬ 
ing.82 

77Min.  Chesterfield  Mo.  Mtg.,  (O.),  8/II/1842. 

78Min.  Chesterfield  Prep.  Mtg.,  (O.),  5/II/1850. 

79Min.  Chesterfield  Mo.  Mtg.,  2/X/1798.  80Ibid .,  3/II/1807. 

81Min.  Trenton  Prep.  Mtg.,  28/II/1817.  S2Ibid.,  21/VIII/1817. 


Schools  of  Burlington  Quarter  85 

A  report  was  also  returned  concerning  the  lack  of  propriety  in 
keeping  school  in  the  meeting  house. 

We  the  committee  of  the  school  of  Trenton  Preparative  Meeting  having 
met  and  considered  the  propriety  of  a  school  being  kept  in  our  Meeting  House 
agree  to  report  as  there  are  but  very  few  children  that  are  members  of  our 
society  at  the  school  think  it  is  a  disadvantage  and  improper  to  keep  a  school 
in  the  Meeting  house  as  this  house  is  much  dirted  and  the  yard  and  fence 
much  injured.83 

In  1820  a  new  school  committee  was  appointed,  and  in  1825  the 
meeting  took  up  the  question  of  alterations  in  “our  present  school 
room.  ’  ’  We  cannot  be  certain  that  the  school  continued  in  opera¬ 
tion  at  all  at  this  period,  but  may  be  certain  at  least  that  it  did 
not  measure  up  to  standard.  In  1831  the  monthly  meeting  re¬ 
ported  no  schools  whatever  measuring  up  to  standard.84 

In  1841  the  following  minute  regarding  Trenton  School  fund  is 
found  : 

Our  Treasurer  is  directed  to  call  on  the  executors  of  our  friend  Samuel 
Paxson  (deceased)  the  former  Treasurer  of  this. Meeting  for  the  school  fund 
belonging  to  said  Meeting  and  invest  it  in  proper  security  for  its  benefit.85 

There  having  been  a  school  established  by  Friends  at  Trenton  the  appoint¬ 
ment  of  Trustees  to  endeavor  to  encourage  and  promote  said  school  coming 
under  consideration,  after  deliberation  thereon  it  was  thought  best  to  make 
such  an  appointment.  Samuel  Ellis  Decou,  John  C.  Haines,  and  Peter  Decou 
were  accordingly  appointed  to  that  service.86 

A  year  later  we  learn  that 

At  Trenton  a  school  was  kept  for  six  months  during  the  summer  season, 
taught  by  a  female  in  membership.  The  number  of  scholars  was  about  10, 
of  whom  three  were  members.  During  the  continuance  of  the  school  the  Scrip¬ 
tures  were  daily  read  and  the  scholars  attended  mid-week  meetings.87 

In  1843  the  report  for  Trenton  stated: 

In  Trenton  Preparative  Meeting  there  are  7  children  who  have  been  attend¬ 
ing  mixed  schools  the  greater  part  of  the  year  and  one  who  has  been  six  months 
at  Westtown.  No  Friends  school  has  been  kept  up  during  the  past  year.88 

After  the  middle  of  the  century  no  indication  is  found  in  the 
minutes  that  a  school  was  carried  on  at  Trenton.  In  1862  the  Hick- 
site  Friends  also  report,  “We  have  no  fund  for  education.”89 

83Ibid.,  25/IX/1817.  84Min.  Chesterfield  Mo.  Mtg.,  (O.),  8/II/1831. 

85Min.  Trenton  Prep.  Mtg.,  (O.),  15/VII/1841. 

86Min.  Stony  Brook  Prep.  Mtg.,  2/VII/1840. 

87Min.  Chesterfield  Mo.  Mtg.,  (O.),  8/II/1842. 

S8Ibid.,  7/II/1843. 

89Min.  Trenton  Prep.  Mtg.,  Women  Friends,  (H.),  16/I/1862. 


86 


Quaker  Education  in  New  Jersey 

East  Branch  School 

Let  us  turn  now  to  trace  the  development  of  Robins  School  under 
the  care  of  that  Preparative  Meeting.  In  1800  a  proposal  was 
made  concerning  the  establishment  of  a  school  fund,  and  a  form 
agreed  upon  whereby  subscriptions  might  be  secured.  After  a 
few  months’  labor  they  reported  that  the  subscriptions  amounted 
to  £  68  /i  5  /o.90  The  school  was  begun  without  delay  and  reported 
in  operation  in  1801.  In  the  same  year  they  sought  to  obtain 
assistance,  toward  an  increase  of  the  funds,  from  Chesterfield. 
The  result  was  an  agreement,  on  the  part  of  the  latter  meeting  to 
collect  subscriptions  for  the  support  of  the  new  school.91  In  1802 
Robins  received  £  6/8/6,  being  part  of  the  sum  derived  from  the 
sale  of  the  old  meeting  house  at  Crosswicks,  which  was  directed 
to  be  added  to  the  school,  according  to  a  minute  of  the  Monthly 
Meeting.92  In  1804  the  name  of  the  meeting,  and  of  the  school 
also,  was  changed  from  Robins  to  East  Branch.93 

In  1805  the  following  report  of  the  Trustees  was  produced: 

...  at  a  meeting  of  the  Trustees  of  the  school  fund  belonging  to  East  Branch 
Preparative  Meeting  .  .  .  the  Trustees  being  all  present  proceeded  to  a  settle¬ 
ment  with  Treasurer.  After  going  through  the  settlement  the  accounts  ap¬ 
peared  to  stand  as  follows,  that  is,  ninety-six  pounds  on  subscription,  twenty- 
three  pounds,  ten  shillings,  out  on  bond,  twenty-six  pounds,  fifteen  shillings 
and  nine  pence  in  the  hands  of  the  Treasurer,  two  pounds,  twelve  shillings 
and  nine  pence  interest  due,  not  collected,  and  two  pounds,  thirteen  shillings 
and  four  pence  interest  due  on  the  bond  the  19th  of  the  present  month,  amount¬ 
ing  in  the  whole  to  £  151/1 1/10.94  To  this  was  added  a  legacy  of  £4/15/7^ 
in  1 806. 95 

The  following  report,  relative  to  a  house  that  might  serve  as  a 
dwelling  for  a  schoolmaster,  was  made  in  1810: 

The  committee  appointed  in  the  third  month  last  to  propose  a  plan  that 
would  do  away  the  difficulty  heretofore  experienced  in  providing  a  suitable 
person  to  have  the  care  of  our  meeting  house,  report  that  in  their  opinion  it 
is  expedient  to  build  a  dwelling  house  for  that  purpose  (which  might  accommo¬ 
date  a  future  school  master)  on  a  lot  that  Samuel  G.  Wright  has  agreed  to 
give  adjoining  eastwardly  the  one  on  which  the  Meeting  House  stands,  with 
which,  after  due  consideration,  this  Meeting  concurs;  the  Trustees  of  the  school 
fund  are  requested  to  pay  the  proper  attention  to  the  business  and  apply  to 
this  Meeting  from  time  to  time  for  further  instructions  as  may  be  necessary.96 

"Min.  Robins  Prep.  Mtg.,  24/XII/1800.  91Ibid.,  20/VIII/1801. 

92Ibid.,  23/XII/1802.  93Min.  Chesterfield  Mo.  Mtg.,  5/VI/1804. 

"Min.  East  Branch  Prep.  Mtg.,  21/III/1805.  95Ibid.,  19/VI/1806. 

%Ibid.,  24/V/1810. 


Schools  of  Burlington  Quarter  87 

It  appears  from  a  later  minute  that  this  project  may  have  been 
dropped  entirely  due  to  a  disagreement  about  the  “terms.”97 

In  1819  the  trustees  presented  the  following  list  of  rules  for  the 
Meeting’s  approval: 


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st_ 


Facsimile  of  the  rules  drawn  up  by  the  trustees  for  the 
school  at  East  Branch  Prefafative  Meeting  in  1819 


The  trustees  appointed  by  the  Preparative  Meeting  to  supreinterd  East 
Branch  school  having  deliberately  considered  the  importance  of  the  trust  re¬ 
posed  in  them  and  believing  it  necessary  that  there  should  be  some  established 
rules  and  regulations  for  the  good  order  and  government  of  said  school: 


9Ubid.,  28/II/181 1. 


88 


Quaker  Education  in  New  Jersey 


Therefore  we  submit  the  following  for  the  consideration  of  the  Meeting,  viz., 
(First)  That  the  Trustees  now  appointed  and  their  successors  shall  have  the 
direction  of  the  said  school  with  full  power  to  employ  teachers  from  time  to 
time  as  they  may  judge  requisite  and  for  sufficient  reasons  to  them  appearing, 
dismiss  said  teachers. 

(Second)  They  shall  admit  scholars  and  such  of  them  as  will  not  submit  to 
written  rules  and  established  order  of  said  school  they  may  dismiss. 

(Third)  They  shall  visit  the  said  school  at  least  once  in  each  month  and  ex¬ 
amine  the  progress  of  the  scholars  learning  in  their  different  branches. 

(Fourth)  They  may  from  time  to  time  make  such  rules  and  regulations  as 
they  or  any  four  of  them  shall  judge  necessary  for  the  general  benefit  of  the 
school.  Provided  such  rules  are  not  contrary  to  those  now  adopted  and  the 
fundamental  plan  of  our  school  fund. 

Edwd.  Taylor,  Junr.98 

In  1824  the  trustees  reported: 

Samuel  Craft  and  E.  Taylor  Jr.,  attended  and  examined  the  writing  and 
cyphering  books  of  the  scholars  and  heard  them  in  most  of  the  branches  of 
literature  in  which  they  are  engaged  and  the  improvement  of  the  children 
together  with  the  order  of  the  school  was  to  us  satisfactory  or  at  least  as  much 
so  as  could  be  expected  from  the  size  of  the  children  of  school  which  are  small 
at  present. 

Edward  Taylor  Jr.99 

In  1825  it  was  proposed  that  if  it  could  be  done  on  “reasonable 
terms”  a  female  should  be  secured  to  conduct  the  school  six  months 
of  the  summer.  A  few  months  later  the  committee  informed  that 
Hannah  Craft  had  agreed  to  teach  during  the  summer  “at  $1.75 
per  scholar  for  three  months.”100 

In  1823  the  following  report  was  made,  which  is  typical  of  those 
which  concern  the  examination  of  pupils,  progress,  and  order  of 
the  school: 

...  at  which  all  attended  and  heard  the  pupils  exercised  in  their  various 
studies,  examined  their  writing  and  cyphering  books  and  we  were  united  in 
believing  there  was  a  manifest  improvement  in  several  which  with  the  order 
of  the  school  appeared  in  a  good  degree  satisfactory.101 

The  school  at  East  Branch  was  apparently  discontinued  in  1833 
at  least  as  a  Friends’  institution.  In  1833  the  monthly  meeting 
report  showed  that  a  school  had  been 

kept  up  at  .  .  .  East  Branch  through  most  part  of  the  past  year  and  .  .  .  now 
in  operation  .  .  .  taught  by  person  in  membership  with  us  and  superintended 

"Min.  East  Branch  School  Trustees,  29/VII/1819.  90Ibid.,  4/XII/1824. 

100Ibid.,  n/VI/1825.  10lIbid.,  27/XII/1832. 


Schools  of  Burlington  Quarter  89 

by  trustees  appointed  by  the  Preparative  Meeting,  and  for  some  time  past 
attended  by  about  thirty  scholars.102 

In  1834  the  following  minute  appears  regarding  the  disposition 
of  the  East  Branch  School  Fund: 

The  committee  appointed  to  take  into  consideration  the  present  situation 
of  the  school  fund  at  East  Branch  Meeting  and  to  propose  what  they  may 
think  necessary  to  be  done  respecting  the  same,  having  met  and  conferred  to¬ 
gether  on  the  subject,  do  agree  to  report —  That  it  appears  by  the  last  settle¬ 
ment  with  the  Treasurer  of  said  school  fund  that  there  was  out  on  interest 
and  remaining  in  the  hands  of  subscribers  which  are  considered  safe  and  good, 
eight  hundred  and  eighteen  dollars  and  ninety-eight  cents.  Also  that  the 
Trustees  of  said  fund  did  purchase  half  an  acre  of  land,  and  built  a  good  school- 
house  thereon  in  the  year  1819,  with  interest  arising  on  this  fund,  which  school- 
house  and  lot,  together  with  the  sum  mentioned,  remains  in  the  possession  of 
Friends;  but  as  the  Preparative  Meeting  of  East  Branch,  under  whose  care 
and  superintendence  this  fund  was  raised  and  heretofore  managed,  is  now  laid 
down  agreeably  to  discipline,  we  believe  it  now  becomes  necessary  for  the  Month¬ 
ly  Meeting  to  take  care  that  the  original  design  of  this  institution  be  complied 
with  as  nearly  as  present  circumstances  will  admit  of :  and  as  there  are  no  chil¬ 
dren  within  the  limits  of  that  Meeting  of  the  description  contemplated  in  the 
trust  to  be  schooled  out  of  the  fund,  and  there  being  but  two  Trustees  now, 
who  have  the  superintendence  thereof,  we  therefore  unite  in  proposing  that  the 
Monthly  Meeting  appoint  a  Treasurer  to  take  charge  of  the  money  obliga¬ 
tions  belonging  to  the  school  fund  above  mentioned  and  that  Caleb  Wright 
and  Edward  Taylor,  the  two  present  Trustees  be  continued  to  that  service  and 
that  at  least  five  other  Friends  be  appointed  as  Trustees  to  unite  with  them  in 
the  superintendence  and  care  of  the  funds,  school-house,  etc.,  aforesaid,  which 
Treasurer  and  Trustees  shall  report  to  the  Monthly  Meeting  at  such  times  as 
the  nature  of  their  duties  may  require  and  in  case  of  vacancies  in  either  Treasurer 
or  Trustees,  they  are  to  be  supplied  from  the  Monthly  Meeting  from  time  to 
time  as  may  be  necessary;  and  the  Trustees  to  be  appointed  shall  have  power 
to  apply  the  interest  arising  on  the  said  fund  money  to  pay  for  the  education 
of  children  members  of  our  religious  society,  whose  parents  are  indigent,  at 
their  discretion,  anywhere  within  the  limits  of  our  Monthly  Meeting,  but  more 
especially  where  there  are  not  other  funds  provided  for  similar  purposes;  and 
in  case  the  whole  interest  money  should  not  be  expended  for  the  purposes  of 
education,  then  the  Trustees  shall  be  at  liberty  to  appropriate  so  much  thereof 
as  may  be  necessary  for  the  payment  of  East  Branch  particular  Meeting’s 
proportion  of  the  Yearly  Meeting  stock  and  of  such  moneys  as  are  directed  by 
the  Monthly  Meeting  to  be  raised  for  the  use  of  the  poor;  and  we  further  pro¬ 
pose  that  if  there  should  hereafter  be  a  Preparative  Meeting  again  established 
at  East  Branch  agreeably  to  discipline,  then  the  fund  and  other  property 
before  mentioned  and  now  taken  under  the  care  of  the  Monthly  Meeting  shall 


102Min.  Chesterfield  Mo.  Mtg.,  5/II/1833. 


go 


Quaker  Education  in  New  Jersey 


be  returned  to  and  placed  under  the  superintendence  of  that  Preparative 
Meeting  as  it  was  heretofore.103 

That  part  of  the  above  extract,  relating  to  the  use  of  a  part  of 
the  funds  for  paying  East  Branch’s  quota  of  the  Yearly  Meeting 
stock,  was  later  objected  to.  In  1845  the  monthly  meeting  stated : 

The  committee  on  the  subject  of  East  Branch  school  made  the  following 
report  which  was  upon  consideration  approved,  and  the  nomination  of  Samuel 
E.  Decou,  Peter  Decou,  Mark  Collins,  and  John  C.  Redmond  being  united 
with,  they  were  accordingly  appointed.  The  clerk  was  directed  to  furnish 
the  Trustees  with  a  copy  of  this  minute  and  the  report.  The  committee  ap¬ 
pointed  to  take  into  consideration  the  situation  of  East  Branch  school  fund, 
etc.,  having  examined  a  copy  of  the  subscription  and  the  report  of  a  committee 
adopted  by  the  Monthly  Meeting  2  mo.  4-1834,  are  of  the  opinion  that  the 
recommendations  of  that  committee  so  far  as  relates  to  the  purposes  of  edu¬ 
cation,  do  not  exceed  the  limits  prescribed  by  the  original  subscription  .  .  . 
but  we  think  that  part  which  relates  to  paying  East  Branch’s  quota  of  the 
Yearly  Meeting  stock  and  money  for  the  use  of  the  poor  is  a  violation  of  the 
trust,  and  we  are  united  in  recommending  that  no  part  of  the  money  arising 
from  that  fund  shall  be  applied  hereafter  for  any  other  purpose  than  the  pro¬ 
motion  of  education  .  .  .104 

After  1833  the  answers  to  queries  do  not  indicate  a  school  was 
continued  at  East  Branch,  but  the  fund  for  educational  purposes 
is  sometimes  mentioned.  In  1849  this  fund  amounted  to  $1277.- 
07. 105 

In  1693  William  Penn  purchased  land  in  the  neighborhood  of 
Princeton,  and  thither  came  several  prominent  Quaker  families  in 
1696  to  form  the  settlement  of  Stony  Brook,  where  the  old  meeting 
house  still  stands.106  Just  when  a  school  was  begun  it  is  impossible 
to  say,  but  prior  to  the  establishing  of  the  College  of  New  Jersey 
(1747),  it  is  probable  that  no  other  school  existed  in  the  neighbor¬ 
hood.101 

In  1781  Stony  Brook  Preparative  Meeting  asked  leave  to  build  a 
house  on  the  Meeting’s  land  at  that  place  for  the  residence  of  a 
school  master.  This  request  was  granted  by  the  Monthly  Meeting 
of  Chesterfield,  stipulating  that  a  schoolmaster  should  be  employed 
agreeable  to  the  direction  of  the  Yearly  Meeting.108  In  the  same 
year  rules  were  drawn  up  for  the  government  of  the  school  and  the 

103 Ibid.,  4/II/1834.  mIbid.,  5/VIII/1845.  mIbid.,  8/V/1849. 

106Hageman,  in  his  History  of  Princeton,  gives  an  account  of  these  first 
settlers.  Vol.  I,  25ff. 

107Ibid.,  II,  68.  108Min.  Chesterfield  Mo.  Mtg.,  3/V/1781. 


Schools  of  Burlington  Quarter 


9i 


order  of  the  scholars.109  Another  report  in  1801  indicated  that  a 
school  was  carried  on  there,  “Under  the  care  of  friends  and  visited 
monthly  by  trustees,”  having  a  fund  established  for  education.110 
Few  documents  relating  to  the  history  of  this  school  survive,  but 
we  may  gather  a  few  facts  about  its  existence.  In  1821  we  find 
the  following: 

Memorandum  of  an  agreement  between  John  Edgeworth  and  the  Trustees 
of  Stony  Brook  Preparative  Meeting  School. 

The  said  John  Edgeworth  engages  to  teach  school  for  the  term  of  one 
quarter  commencing  the  —  day  of  this  month  at  the  rate  of  two  dollars  per 
quarter  for  each  scholar,  and  such  extra  charge  for  wood  as  the  same  may 
cost.  And  the  said  trustees  engage  to  pay  him  the  sum  of  Twenty  Dollars  in 
aid  of  said  school,  out  of  the  fund  belonging  thereto,  and  also  engage  that 
he  shall  have  fifteen  scholars  or  to  pay  him  at  the  rate  aforesaid  for  any  de¬ 
ficiency,  but  they  are  not  to  be  responsible  for  the  tuition  money  of  those  who 


i°9“The  Master  shall  keep  a  particular  account  of  employers’ names,  number 
of  scholars,  and  time  of  entrance,  and  a  particular  account  of  ah  transient 
scholars  and  the  time  they  come. 

“No  scholar  shall  be  admitted  into  the  school  who  will  not  comply  with  the 
rules  and  orders. 

“No  distinction  shall  be  shown  to  the  children  of  rich  or  poor,  but  the  strictest 
impartiality  shall  be  observed  by  the  trustees  and  teacher  to  all. 

“The  hours  of  teaching  shall  be  from  eight  o’clock  to  12  and  from2  to 6 from 
the  1st  day  of  the  4th  mo.  to  the  1st  day  of  the  10th  mo.,  and  from  half  after 
8  to  half  after  4  from  the  1st  of  the  10th  mo.  to  the  1st  of  the  4th  mo., 
allowing  two  hours  at  noon. 

“The  master  shall  be  careful  to  speak  the  grammatical  plain  Scripture  lan¬ 
guage  and  require  it  on  all  occasions,  and  shall  give  the  strictest  attention  to 
prevent  evil  words  and  actions  and  vice  of  every  kind.  Every  scholar  is  to 
behave  him  or  herself  orderly  and  becoming,  on  pain  of  being  expelled  from 
the  school,  but  the  master  shall  not  dismiss  any  without  a  sufficient  cause,  ap¬ 
proved  by  a  majority  of  the  trustees;  and  where  any  employer  is  dissatisfied 
with  the  master’s  conduct  in  school,  he  or  she  shall  lay  it  before  the  trustees, 
that  it  may  be  settled  in  a  friendly  manner,  as  becomes  people  professing 
Christianity. 

“The  master  shall  suffer  no  scholar  in  the  school  who  hath  the  itch  or  any 
other  infectious  distemper. 

“It  is  expected  that  the  master  will  attend  our  own  religious  fourth  day 
meetings,  accompanied  by  his  scholars. 

“In  future  no  scholars  to  be  admitted  without  the  approbation  of  a  majority 
of  the  trustees. 

“The  master  is  not  to  withhold  correction  from  any  when  needful,  but  is  to 
be  careful  not  to  strike  in  any  improper  or  tender  place,  especially  the  face — ” 

(Rules  to  be  observed  by  the  scholars  duplicated  others  already  reproduced 
elsewhere  in  this  work.  They  enjoined  punctual  attendance,  silence  in  study, 
attention  to  lessons,  plain  language,  kindly  behavior  one  to  another,  and  ret¬ 
icence  about  speaking  of  things  relating  to  the  school.  Hageman:  Hist,  of 
Princeton ,  II,  68f.) 

]10Min.  Chesterfield  Mo.  Mtg.,  3/II/1801. 


02 


Quaker  Education  in  New  Jersey 


may  send  to  the  school.  And  the  said  John  •  Edgeworth  further  agrees  to 
teach  two  poor  children  gratis,  if  recommended  by  the  said  trustees. 

Joseph  Olden 
Elisha  Clarke 
David  Clarke 
Emley  Olden 

Trustees.111 

The  following  direction  to  the  treasurer  also  appears: 

Elisha  Clarke,  Treasurer  of  Stony  Brook  ) 

Preparative  Meeting  School  Funds  ) 

Please  to  pay  John  Edgeworth  or  order  Twenty  Dollars,  it  being  so  much 
we  have  agreed  to  allow  him  towards  the  support  of  his  school  for  the  quarter 
ending  the  12th  day  of  the  present  month,  out  of  our  Funds. 

Joseph  Olden] 

David  Clarke  f  Trustees 

2  month  I5th-i82i]12  Emley  Olden] 

In  1826  Benjamin  Clarke  was  asked  to  have  necessary  repairs 
made  to  the  school  house,  hut  the  report  of  1827  states  the  school 
“is  not  under  the  care  of  this  meeting.”  The  report  follows: 

Trustees  of  the  school  established  under  the  care  of  this  Meeting  report  that 
they  have  examined  the  Treasurer’s  account  and  find  in  his  hands  a  balance 
of  four  hundred  and  twenty  six  dollars  and  thirty-two  cents,  they  also  report 
that  the  sum  of  two  hundred  dollars  of  the  permanent  stock  of  the  school 
fund  has  been  paid  off  and  is  unappropriated;  they  also  further  report  that 
there  is  a  school  kept  in  the  school  house  but  not  under  the  care  of  this  Meet¬ 
ing,  towards  the  schooling  of  poor  children  at  said  school  has  been  paid  the 
sum  of  sixty-one  dollars  and  sixty  cents,  out  of  the  school  fund  since  our  last 
reoort. 

David  Clarke 

Benjamin  Clarke  \  Trustees.113 

J.O.  Clarke  J 

In  1839  the  school  was  reported  still  under  the  care  of  a  teacher 
in  membership  and  under  superintendence.114 

In  1842  it  was  considered  necessary  to  select  a  new  treasurer  for 
the  school  funds  and  Thomas  Wright  was  appointed.115 
In  the  same  year  a  report  on  the  school  fund  was  made: 

The  Trustees  of  the  school  fund  of  Stony  Brook  Preparative  Meeting  report 
to  said  Meeting  that  they  have  settled  with  Emley  Olden,  late  Treasurer, 

ulFrom  a  loose  paper  among  the  records  of  Chesterfield  Mo.  Mtg. 

mIbid.  113Stony  Brook  Prep.  Mtg.,  1 /XI/ 1827. 

114Min.  Chesterfield  Mo.  Mtg.,  (0.)5/II/i839. 

115Min.  Stony  Brook  Prep.  Mtg.,  1/IX/1842. 


Schools  of  Burlington  Quarter 


93 


and  believe  his  accounts  to  be  correct.  We  find  a  balance  in  his  hands  due 
three  hundred  and  sixty  dollars  for  which  he  has  given  his  note  payable  with 
interest.  And  also  that  he  has  transferred  over  to  Thomas  Wright  our  present 
Treasurer  all  the  bonds  and  other  evidences  of  debt  the  property  of  said 
Meeting.116 

The  monthly  meeting  report  for  1843  informed  that: 

In  Stony  Brook  Preparative  Meeting  there  are  nine  children  of  a  suitable 
age  to  go  to  school,  one  of  whom  has  been  six  months  at  Westtown,  two  attend 
Friends’  school,  three  are  taught  in  a  Friends’  family  by  his  daughter  and  the 
remainder  attend  common  schools  in  the  neighborhood.117 

In  1848  the  School  at  Stony  Brook  was  kept  up  “most  of  the 
year,”  and  again  in  1851  was  mentioned  as  being  established  ac¬ 
cording  to  standard.118 

After  this  date  (1851)  it  is  not  clear  whether  the  school  at  Stony 
Brook  was  continued  under  the  meeting’s  supervision  or  not,  but 
the  Preparative  Meeting  records  have  many  items  relating  to  ex¬ 
penditures  made  from  the  school  funds  for  purpose  of  sending 
poor  children  to  school.119 

Mr.  Hageman  in  his  History  of  Princeton ,  published  in  1879, 
states : 

The  old  school  is  closed.  .  .  .  There  are  probably  not  more  than  half  a 
dozen  members  of  this  society  who  attend  an  ordinary  meeting  at  Stony  Brook 
on  the  Sabbath  .  .  ,120 


Bordentown 

From  an  examination  of  the  records  it  appears  that  no  school 
was  established  at  Bordentown.  A  minute  dated  1870  mentions 
the  fact  that  a  school  fund  was  begun  there  in  1808  with  the  in¬ 
tention  of  having  a  school,  but,  the  number  of  members  being  small 
no  such  school  was  established.  The  fund  was  used  by  trustees 
towards  paying  for  education  of  children  going  to  other  schools.121 
The  monthly  meeting’s  answers  to  queries,  likewise,  do  not  indicate 
that  a  school  was  held  at  that  place. 

Mt.  Holly  Monthly  Meeting 

Mt.  Holly  was  established  as  a  Monthly  Meeting  in  1776 

n6Ibid.,  3/XI/1842.  117Min.  Chesterfield  Mo.  Mtg.,  7/II/1843. 

mIbid.,  4/II/1851. 

119Min.  Stony  Brook  Prep.  Mtg.,  1862,  1866,  1873,  1875,  etc. 

'  120Vol.  II,  pp.  66ff.  mMin.  Bordentown  Prep.  Mtg.,  (H.),  26/X/1870. 


94 


Quaker  Education  in  New  Jersey 


being  composed  of  Mt.  Holly,  Shreve’s  Mount,  Old  Springfield, 
Upper  Springfield,  and  Vincenttown  meetings.  As  the  two 
Springfields  are  discussed  elsewhere,  we  shall  concern  ourselves 
here  with  schools  at  Mt.  Holly,  the  Mount,  and  Vincenttown  pre¬ 
parative  meetings.122 

Immediately  after  being  created  an  official  meeting  for  business, 
Mt.  Holly  entered  upon  the  task  of  establishing  a  school  according 
to  the  proposals  of  the  Yearly  Meeting.  In  1777,  a  minute  ac¬ 
knowledged  the  receipt  of  their  instructions,  and,  upon  being 
considered,  the  case  was  recommended  to  each  preparative  meet¬ 
ing.123  In  1778  more  definite  action  was  taken  in  the  appointment 
of  a  committee : 

The  subject  of  schools  agreeable  to  the  recommendations  in  the  Extracts 
from  the  Yearly  Meeting  coming  under  consideration  of  this  Meeting,  the 
Meeting  appoints  Henry  Burr,  John  West,  Asa  Shinn,  John  Gardner,  Jos.  Burr, 
and  Tanton  Earl  to  unite  with  a  committee  already  appointed  to  consider 
what  will  be  best  for  the  better  education  of  the  youth  and  comes  nearest  to 
what  is  recommended  in  some  observations  on  that  subject.124 

In  1779,  the  committee  on  schools  was  increased  by  the  addition 
of  ten  members  and  in  1780  the  report  is  made  that  “There  is  one 
school  established  in  Mt.  Holly  which  is  under  the  direction  of 
that  Preparative  Meeting.”125  In  1782,  two  schools  are  mentioned 
as  “established  by  Friends”  though  not  completely  as  recommend¬ 
ed  by  the  Yearly  Meeting.126  In  1783,  steps  were  taken  towards 
providing  a  building  for  the  school: 

Mt.  Holly  Preparative  Meeting  requests  the  liberty  of  building  a  school 
house  on  a  lot  of  land  adjoining  the  grave  yard,  which  was  purchased  of  George 
West,  which  being  considered,  this  Meeting  grants  them  their  request  and  the 
school  is  to  be  under  the  direction  of  Friends.127 

A  year  later  the  minutes  informed  that  a  school  house  and 
dwelling  house  were  prepared  at  Mt.  Holly,  but  no  school  held  at 
the  time.128  In  1788  a  school  was  reported  in  operation  at  Mt. 
Holly  and  two  other  school  houses,  one  of  which  was  vacant. 

In  1793,  “thirty-one  books”  were  received,  “printed  for  the  use 
of  schools,”  and  put  into  the  care  of  the  school  committee.  In 
the  same  year  the  Youths’  Meetings,  that  had  been  held  regularly' 

122See  page  56  for  location  of  meetings. 

123 Min.  Mt.  Holly  Mo.  Mtg.,  9/VII/1777.  mIbid.,  9/XII/1778. 

™Ibid.,  9/VIII/1780.  126 Ibid.,  7/VIII/1782. 

™Ibid.,  5/VI/1783.  12SIbid.,  5/VIII/1784. 


Schools  of  Burlington  Quarter 


95 


previously,  were  discontinued,  in  accord  with  a  minute  received 
from  the  quarterly  meeting.  This  year  was  also  notable  for  the 


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Plan  for  Raising  School  Fund  at  Mt.  Holly,  1793 

beginning  of  a  regular  school  fund.129  For  several  years  thereafter 
reports  made  state  that  no  school  is  conducted  agreeable  to  di¬ 
rection,”  but  again  in  1808, 

There  is  one  school  at  Mt.  Holly  taught  by  a  Friend  and  visited  monthly 


129See  fascimile  reproduction  of  the  plan  on  this  page. 


96 


Quaker  Education  in  New  Jersey 


by  a  committee  of  the  Preparative  Meeting  to  a  good  degree  of  satisfaction 
and  there  has  been  some  addition  to  the  fund  since  last  year.130 

After  another  period,  1808-1818,  during  which  a  school  was 
reported  now  and  then  as  being  “according  to  direction”  the  school 
began  a  continuous  existence  which  lasted  until  1865.  After  1865 
it  was  at  times  taught  by  members  but  not  always.  In  1867  the 
following  report  was  produced: 

One  school  at  Mt.  Holly  at  present  numbering  13  scholars,  eight  of  which 
are  members,  has  been  taught  by  a  person  not  in  membership  with  us.  The 
children  attend  mid-week  meeting  with  their  teachers.131 

Two  years  later  they  reported:  “We  have  no  school  of  the  kind 
queried  after,”  and  so  the  reports  run  thereafter.  From  a  mem¬ 
orandum,  among  the  records  of  Mt.  Holly  Preparative  Meeting, 
we  have  the  following  report  of  the  closing  up  of  the  school’s 
affairs  in  1881 : 

Since  the  close  of  the  school  17  /VII/1881  our  attention  has  been  directed 
to  a  settlement  of  its  accounts;  we  haye  paid  all  indebted  persons,  trans¬ 
ferred  to  the  educational  committee  of  Philadelphia  Yearly  Meeting  of  Friends, 
all  school  books  remaining  on  hand  in  full  settlement  of  Yearly  Meeting 
funds  advanced  to  us  by  that  Committee,  and  now  transfer  to  the  Preparative 
Meeting  all  property  remaining  in  our  hands,  as  follows  .  .  .  The  total  value 
(cost)  was  given  as  S23 1.28. 132 

The  Mount 

The  information  relating  to  education  among  Quakers  at  the 
Mount  is  very  fragmentary.  Such  as  the  writer  has  found  seems 
to  show  there  was  no  regularly  established  school  there,  among 
Friends,  before  1808  or  1809,  though  a  school  of  some  sort  existed. 
In  1808,  “John  Gardiner  presented  an  account  of  the  expenses  of 
moving  and  repairing  the  school  house  .  .  .  which  sum  the  treasurer 
is  directed  to  pay.”133  At  the  same  time,  a  school  committee  and 
trustees  were  appointed. 

The  following  friends  are  appointed  a  committee  to  superintend  the  school 
for  one  year,  to  meet  once  a  month,  viz.  Daniel  D.  Smith,  John  Gardiner, 
Samuel  Shinn,  Richard  Lawrence,  Abram  Merritt  and  Rowland  Jones. 

Daniel  D.  Smith  and  Abraham  Merritt  are  appointed  as  trustees  to  receive 
the  quota  belonging  to  this  meeting  now  in  the  hands  of  the  Monthly  Meeting, 
and  put  the  same  to  use,  as  also  all  money  that  may  be  contributed  for  the 
use  of  the  school.134 

130Min.  Mt.  Holly  Mo.  Mtg.,  4/II/1808.  mIbid.,  9/II/1867. 

132Records  in  the  Mt.  Holly  Meeting  House. 

133Min.  Mount  Prep.  Mtg.,  3/XI/1808. 


134Ibid. 


Schools  of  Burlington  Quarter 


97 


In  1809  the  meeting  reported:  • 

A  school  is  established  by  this  meeting  near  the  Meeting  House  under  the 
tuition  of  one  of  our  members,  and  superintended  by  a  committee  appointed 
for  the  purpose,  but  no  addition  to  the  funds  since  last  year.135 

Another  item  in  the  same  year,  “Also  a  rod  for  the  school  house 
stove  .  .  .  $0.92,”  implies  that  the  meeting  had  the  details  of  school 
management  and  maintenance  under  their  own  charge.  Whether 
the  school  continued  under  its  direction  is  open  to  question,  and 
there  are  few  items  on  which  to  base  our  opinion.  In  1820,  how¬ 
ever,  we  find  an  item,  “By  cash  received  of  Joseph  Smith  for  the 
Mt.  School  House  $40,”  which  may  possibly  mean  that  the  school 
w&s  rented  to  an  individual  or  to  local  trustees.136  Again  in  1825, 
“By  Cash  received  belonging  to  the  School  Fund  of  said  Meeting, 
$108.60,”  would  seem  to  indicate  that  the  school  fund  was  being 
used  for  other  purposes  than  education,  and  was  not  being  em¬ 
ployed  to  maintain  a  school  under  Friends’  control.137  Certainly, 
if  a  school  was  operated,  as  begun  in  1808,  only  few  of  its  concerns 
were  brought  into  the  meetings’  minutes. 

VlNCENTTOWN 

Similarly,  at  Vincenttown,  dependence  seems  to  have  been 
placed  on  a  school  “near  William  Bishop’s,”  which,  apparently, 
was  not  under  the  control  of  the  society,  as  directed  by  the  Yearly 
Meeting ,  though  perhaps  largely  supported  by  Friends.  The 
school  house  was  built  there  before  the  meeting  was  officially 
held.  We  find  in  the  minutes  of  Burlington  Monthly  Meeting 
for  1765,  that  “A  written  proposal  of  sundry  Friends,  for  keeping 
an  afternoon  meeting  during  the  summer,  at  a  school  house  lately 
erected  near  William  Bishop’s,  was  now  read  and  agreed  to.” 
This  request  was  repeated  and  granted  from  time  to  time.  In 
fact,  the  freedom  with  which  the  school  house  was  made  to  serve 
for  religious  purposes,  and  the  fact  that  we  find  no  record  of  an 
agreement  with  another  body  for  the  use  of  it,  lead  us  to  believe 
it  may  have  been  wholly,  or  for  the  most  part,  under  Friends’ 
control.138 

nbIbid.,  2/II/1809.  136Account  Book  of  the  Mount  Prep.  Mtg.  n"Ibid , 

138In  numerous  cases  we  have  seen  that  houses  originally  built  by  the  Society, 
were  later  occupied  by  other  teachers  or  even  passed  to  the  control  of  the  dis¬ 
trict  trustees. 


g8 


Quaker  Education  in  New  Jersey 

Upper  Springfield  Monthly  Meeting 

The  Monthly  Meeting  of  Upper  Springfield  was  created  by 
Burlington  Quarterly  in  1782  and  began  its  sessions  in  the  year 
following.  It  was  composed  of  Upper  Springfield,  Mansfield  and 
Upper  Freehold  meetings. 

As  soon  as  the  Monthly  Meeting  was  established  the  question 
of  education  was  brought  to  its  attention  and  action  taken,  as  the 
minute  indicates: 

The  establishing  of  schools  agreeable  to  the  direction  of  the  Yearly  Meeting 
coming  under  consideration,  Job  Stockton,  Tanton  Earl,  Robert  Emley, 
Joseph  Bullock,  John  Ellis,  Richard  Wain,  Ebenezer  Wright,  Thomas  Gaskill, 
Peter  Ellis,  Martin  Gibbs,  Thomas  Smith,  and  Samuel  Rockhill  are  appointed 
to  that  service.139 

A  report  a  year  later,  states  there  are  two  schools  taught  by 
Friends  in  the  monthly  meeting’s  limits,  but  “there  is  no  school 
.  .  .  held  agreeable  to  the  advice  of  the  Yearly  Meeting.”140  In 
1788  a  step  was  taken  to  bring  the  school  up  to  standard  by  the 
appointment  of  a  standing  committee  with  definite  functions, 
described  in  the  following  minute : 

In  pursuance  of  a  concern  lately  revived  amongst  Friends  for  the  benefit  of 
the  rising  generation  with  respect  to  their  school  education,  as  recommended 
down  from  the  Yearly  Meeting,  it  appeared  to  this  Meeting  that  the  school 
lately  opened  in  this  place  be  put  under  the  care  of  a  standing  committee  and 
thereupon  this  meeting  appoints  Tanton  Earl,  Clayton  Newbold,  John  Wright, 
Job  Stockton,  Thomas  Earl,  Thomas  Gaskill,  William  Newbold,  Caleb  New- 
bold,  Samuel  Stockton  and  Joseph  Pancoast  to  that  service  by  the  name  of 
trustees  of  Friends  school  at  Upper  Springfield  Meeting;  and  the  Preparative 
Meeting  directs  as  follows,  viz.,  That  the  said  Trustees  and  their  successors 
shall  have  the  direction  of  said  school,  that  they  keep  said  school  house  in 
good  repair,  order  the  necessary  expenditures  when  they  have  cash  in  hand  for 
those  purposes,  when  otherwise  they  are  to  lay  before  this  Meeting  an  account 
of  the  sum  wanted  and  the  occasion,  and  receive  our  directions  therein,  they 
are  from  time  to  time  and  as  occasion  may  require  to  employ  teachers  and  for 
sufficient  cause  to  them  appearing  to  dismiss  them  and  admit  scholars  and  dis¬ 
charge  them  who  may  misbehave  and  make  such  rules  for  those  and  other 
purposes  tending  to  the  good  government  of  the  schools  as  they  may  judge- 
necessary  provided  the  same  be  not  repugnant  to  this  fundamental  plan. 
They  are  to  visit  ye  said  school  at  least  once  in  every  month,  examine  the 
progress  made  by  the  scholars  in  their  learning,  and  see  that  good  order  and 
decorum  is  preserved.  Any  six  of  the  trustees  for  the  time  being  are  to  be 

139Min.  U.  S.  Mo.  Mtg.,  4/VI/1783. 


u0Ibid.,  4/VIII/1784. 


Schools  of  Burlington  Quarter 


99 


sufficient  to  transact  any  business  within  their  appointment.  The  Trustees  for 
the  time  being  shall  appoint  a  Treasurer,  to  whom  by  his  name  donations 
and  bequests  may  be  made  for  the  benefit  of  the  school  and  the  same  accounted 
for  by  him  to  the  Trustees,  he  shall  pay  no  money  out  of  the  stock  but  to  the 
order  of  the  Trustees,  said  Trustees  are  to  keep  fair  accounts  of  all  such  dona¬ 
tions  and  bequests,  a  note  of  the  terms,  if  particular  on  which  given,  and  apply 
the  same  accordingly.  They  are  to  keep  a  regular  account  of  their  proceed¬ 
ings  of  their  receipts  and  payments  and  the  same  with  such  regulations  as 
they  make,  lay  before  this  Preparative  Meeting  yearly  for  approbation. 

Joseph  Pancoast 

Clerk141 

To  exercise  further  control  over  the  school  certain  articles  of 
agreement  were  fixed  upon  relating  to  the  trustees  and  the  school 
master.  These  were  approved  by  the  meeting. 

1st.  The  master  shall  keep  a  book  to  enter  employers’  names,  number  of 
scholars  and  time  of  entrance. 

2nd.  Each  employer  subscribing  for  one  or  more  scholars  shall  not  at  any 
time  send  more  than  double  the  number  subscribed  for. 

3rd.  The  master  shall  teach  spelling,  reading,  grammar,  writing  and  useful 
arithmetic,  such  as  is  generally  taught  in  public  schools. 

4th.  The  price  of  schooling  shall  be  twelve  shillings  and  six  pence  per 
quarter,  exclusive  of  board,  and  for  any  branches  of  learning  not  usually  taught 
by  the  quarter  ye  customary  prices. 

5th.  The  hours  of  teaching  shall  be  from  the  1st  of  the  4th  month  to  the  1st 
of  the  10th  month  from  8  o’clock  to  twelve  in  the  forenoon  and  from  2  to  half¬ 
past  5  in  the  afternoon  and  from  the  first  of  ye  10th  month  to  the  1st  of  the  4th 
month,  from  9  o’clock  to  12  in  the  forenoon  and  from  one  to  four  in  the  after¬ 
noon. 

6th.  The  teacher  shall  not  leave  the  school  without  giving  the  Trustees  one 
month  warning  by  delivering  a  written  note  to  their  Treasurer,  nor  shall  the 
Trustees  dismiss  any  teacher  without  giving  the  same  notice  unless  for  a  no¬ 
compliance  with  the  rules  agreed  to  by  the  Trustees  and  assented  to  by  him 
or  a  manifest  deficiency  in  the  duties  of  his  station. 

7th.  The  teacher  shall  not  dismiss  any  scholar  without  sufficient  cause  ap¬ 
proved  of  by  the  Trustees  and  if  any  employer  from  dissatisfaction  incline  to 
take  away  a  child  the  master  is  to  inform  the  Trustees  that  they  may  attend 
to  the  case. 

8th.  The  teacher  shall  suffer  no  scholar  in  the  school  that  hath  the  itch  or 
any  other  infectious  distemper. 

9th.  The  teacher  shall  be  allowed  four  days  in  each  quarter,  beside  the 
necessary  time  for  attending  Meetings. 

10th.  The  teacher  shall  give  the  scholars  timely  knowledge  when  he  intends 
to  omit  opening  the  school. 


141Min.  U.  S.  School  Trustees,  20/II/1788. 


IOO 


Quaker  Education  in  New  Jersey 


nth.  And  ’tis  further  agreed  that  the  subscribers  shall  furnish  the  school 
with  a  sufficient  quantity  of  good  wood. 

N.  B.  The  teacher  shall  not  admit  any  scholars  into  the  school  after  the 
number  of  twenty-five  is  made  up  without  the  consent  of  the  Trustees.142 


?  •$, 


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Facsimile  of  rules  three  to  seven  drawn  up  for 
Upper  Springfield  School 

Hour  months  later  the  minutes  inform  that  a  definite  time  has 
been  set  for  school  visitation  and  another  list  of  rules  to  serve  to 
regulate  the  pupils  in  the  school. 


uHbid. 


Schools  of  Burlington  Quarter 


ior 


1st.  Fail  not  to  be  at  school  precisely  at  the  hour  appointed  (or  rather  be¬ 
fore)  with  your  faces  and  hands  washed  and  your  heads  combed,  unless  a  good 
and  satisfactory  reason  can  be  assigned  to  your  master. 

2nd.  Make  all  your  speeches  to  your  master  with  due  respect,  observing 
cheerfully  to  perform  his  directions  with  dispatch  according  to  your  abilities. 
If  strangers  should  speak  to  you  give  a  modest  and  ready  answer,  turning  your 
faces  towards  them. 


Upper  Springfield  Friends’  School 


3rd.  Be  always  silent  at  your  studies  so  that  your  voices  shall  not  be  heard 
unless  when  you  are  saying  your  lessons  or  speaking  to  your  master,  hold  no 
discourse  with  your  school  fellows  during  the  time  of  study  unless  to  ask 
something  relating  to  your  learning  and  then  in  a  low  voice. 

4th.  Behave  yourselves  at  all  times  in  a  gentle,  obliging  manner  to  your 
school  fellows,  becoming  virtuous  children,  the  boys  to  treat  the  girls  with 
that  manly  respect  and  decency  which  is  due  to  their  sex  and  the  girls  the  boys 
with  a  becoming  reserve  and  modesty. 

5th.  Never  provoke  one  another,  contending  or  complaining  about  frivolous 
matters  but  courteously  use  kind  expressions  one  towards  the  other,  observing 
to  make  some  grateful  return  for  any  little  kindness  received,  never  returning 
injuries  but  learning  to  forgive  shewing  by  exemplary  deportment  how  all 
ought  to  behave  and  if  disputes  at  any  time  arise  you  are  to  refer  the  matter 
to  be  decided  by  the  master. 

6th.  You  are  carefully  to  observe  true  grammar,  plainness  of  speech  in 


102 


Quaker  Education  in  New  Jersey 


using  the  singular  number  to  a  singular  person  and  in  every  other  respect  avoid 
such  additions  in  your  address  to  others  as  are  inconsistent  with  truth. 

7th.  Be  not  forward  to  divulge  anything  passed  in  school,  nor  to  mock  or 
jeer  your  school  fellows  when  corrected — it  is  unkind  and  may  happen  to  be 
your  own  case. 

8th.  And  with  regard  to  your  conduct  when  out  of  school  it  is  desired  you 
may  duly  attend  religious  meetings  being  careful  to  be  present  precisely  at 
the  time  appointed  entering  the  place  soberly  and  without  noise,  so  as  not  to^ 
disturb  the  meditations  of  those  who  are  met,  when  the  meeting  breaks  up 
rise,  not  in  an  hurry,  but  rather  think  it  a  favor  to  be  admitted  to  sit  with 
your  elderly  Friends. 

Do  not  spend  your  time  on  First  Days  in  sports  or  any  ways  that  tends  tO' 
disturbance. 

That  you  carefully  avoid  speaking  evil  of  any  one,  treating  aged  persons 
with  disrespect,  making  a  mock  of  the  lame,  deformed  or  those  deprived  of 
their  senses. 

Do  not  throw  sticks,  stones,  dirt  or  snow-balls  at  any  person  or  dumb 
creature,  but  behave  yourselves  modestly,  civilly  and  kindly  to  all. 

Avoid  all  such  amusements  as  are  noisy,  dirty  or  dangerous,  and  that  you 
not  only  shun  all  indecent  behavior  in  yourselves,  but  the  pernicious  conversa¬ 
tion  of  others  especially  the  shameful  and  exceedingly  sinful  practices  of  lying 
and  swearing.143 

A  minute  of  1792  stated  that  the  promotion  of  a  permanent 
fund  for  the  use  of  the  school  was  considered  by  the  meeting  and 
the  Clerk  was  directed  to  have  a  plan  drawn  up  on  parchment. 
This  was  produced  early  in  1793,  as  follows: 

...  We  the  subscribers,  members  of  the  Preparative  Meeting  of  the  people 
called  Quakers,  or  Friends,  held  at  Upper  Springfield,  in  the  county  of  Burling¬ 
ton,  West  New  Jersey,  do  severally  for  ourselves  and  our  heirs  hereby  promise 
to  pay  on  demand  and  in  hard  cash  at  the  rate  it  now  passes,  unto  William 
Newbold,  Treasurer  of  Friends  school  at  Upper  Springfield  aforesaid  (begun 
and  set  up  by  and  under  the  care  of  said  Preparative  Meeting  on  the  twentieth 
day  of  the  second  month  1788)  or  to  his  successor  or  successors  in  office,  the 
sums  of  money  severally  by  us  written  against  our  names  with  interest  there¬ 
fore  after  the  rate  of  six  pounds  for  the  hundred  by  the  year  until  paid,  the 
principal  whereof  so  subscribed  to  be  and  remain  a  permanent  fund  under  the 
direction  of  the  Trustees  of  the  school  now  or  hereafter  to  be  chosen  by  the 
said  Preparative  Meeting,  and  by  them  laid  out  or  lent  on  interest  in  such 
manner  as  they  shall  judge  will  best  secure  an  investment  or  annuity;  which 
interest  or  annuity  shall  be  applied  to  the  education  of  such  children  as  now  do, 
or  hereafter  may  belong  to  the  same  Meeting  whose  parents  are  not,  or  may 
not  be  of  ability  to  pay  for  their  education.  And  in  case  the  whole  interest 
or  any  part  thereof  shall  not  be  wanted  for  such  purpose,  then  and  in  that 


™Ibid.,  18/VI/1788. 


Schools  of  Burlington  Quarter 


103 


case,  the  said  interest  arising  from  the  said  moneys  or  such  part  thereof  as  may 
not  be  so  wanted,  shall  be  applied  to  such  other  uses  of  the  said  school  or 
schools  which  now  are  or  may  be  erected  by  the  said  Meeting  as  the  said  Trus¬ 
tees  now,  or  hereafter  appointed  or  any  six  of  them  shall  think  will  best  answer 
the  design  of  the  institution,  which  being  put  under  our  direction  and  care, 
will  claim  the  particular  attention.144 

Among  the  first  funds  to  be  added  to  this  foundation  was  £  20/16  /- 
3^2,  a  quota  received  from  Burlington  Quarterly  Meeting.  To 
this  were  added  a  number  of  bequests.  In  1809,  a  minute  reported 
the  following: 

I  give  and  bequeath  to  my  son  William  Newbold  as  Treasurer  of  the  school 
called  Friends  School  at  Upper  Springfield,  the  sum  of  eighty  dollars  in  trust 
to  be  disposed  of  by  the  Trustees  of  said  school  in  such  way  as  they  shall 
think  will  best  secure  for  perpetuity  an  annual  interest,  which  interest  is  to 
be  applied  by  them  towards  the  education  of  children  members  of  our  religious 
sect  whose  parents  are  not  or  may  not  be  of  ability  to  accomplish  it  with  their 
own  means,  or  in  case  such  instances  should  not  present  or  come  to  their  knowl¬ 
edge,  then  in  such  other  way  as  shall  be  most  for  the  benefit  and  advancement 
of  said  school  at  their  discretion.  The  Treasurer  is  accordingly  directed  to 
apply  for  and  receive  the  same. 

And  information  being  given  that  Thos.  Earl,  late  deceased,  hath  bequeathed 
for  the  like  purpose  the  sum  of  ten  pounds,  equal  to  twenty-six  dollars  and 
sixty-seven  cents,  the  Treasurer  is  directed  to  obtain  an  extract  from  his  will 
relative  thereto  and  insert  it  on  the  Minutes,  and  also  to  receive  of  the  Execu¬ 
tors  the  said  legacy.145 

In  1821  George  O’Neal's  bequest  of  %  acre  of  land  for  use  of 
the  school  is  mentioned,  which  was  leased  and  its  income  applied 
to  school  purposes.146  Relating  to  the  school  fund  a  minute  of 
1825  stated: 

The  funds  of  the  school  being  now  mostly  in  the  hands  of  the  Treasurer  it 
is  concluded  to  collect  in  what  remains  due  from  original  subscribers,  and  put 
the  whole  out  together  on  good  and  sufficient  land  security  if  a  suitable  person 
can  be  found  to  take  it,  and  James  Shreve,  Isaac  Horner  and  Caleb  Newbold 
are  appointed  to  assist  the  Treasurer  in  the  business.147 

This  fund  grew  to  be  one  of  the  largest  found  in  any  one  meeting 
in  New  Jersey.  In  1845,  when  the  question  of  its  disposal  was 
raised  before  the  Meeting  for  Sufferings  in  Philadelphia,  the  total 
value  of  the  fund  was  $4500  plus  one  quarter  acre  of  land. 

In  1793  settlement  was  made  of  accounts  connected  with  the 


U4Ibid.,  19/II/1793. 
146Ibid 7/III/1821. 


146 1  bid.,  25/XII/1809. 
™Ibid.,  6/V/1825. 


104 


Quaker  Education  in  New  Jersey 


building  of  the  school,  by  which  it  seems  that  the  cost  was  slightly 
over  80  pounds.148 

In  1789  the  minutes  inform,  concerning  a  school  master  that: 

Our  present  sehool  master  Titus  Bennett  informing  us  that  the  time  he 
engaged  to  teach  school  is  nearly  expired,  and  being  willing  to  continue,  the 
Trustees  therefore  agree  with  him  to  teach  one  year  to  commence  the  tenth 
day  of  the  eighth  month,  1789  under  the  same  restrictions  of  last  year,  except 
that  he  is  allowed  the  privilege  of  engaging  thirty  scholars  and  after  that 
number  is  completed  if  any  more  should  present  he  is  to  apply  to  us  for  direction 
therein.149 

Titus  Bennett  taught  until  1791,  when  he  asked  to  be  released 
apparently  because  there  was  “some  expectation  of  entering  in 
another  place  to  more  advantage  to  his  interest.”  This  request 
was  granted,  but  later  in  the  year  he  decided  to  teach  if 'the  trustees 
would  agree  to  his  proposition  which  was  done.  In  1793  he  is 
again  reported  as  teaching  there  and  at  the  end  of  the  year  made  a 
proposal  to  the  trustees,  described  as  follows : 

.  .  .  The  time  of  our  school  master  Titus  Bennett  being  now  expired  he  in¬ 
forms  us  of  his  willingness  to  engage  for  another  year  provided  we  agree  to 
the  terms  of  his  proposals  which  are  as  follows  that  we  the  Trustees  engage 
to  give  him  a  salary  of  one  hundred  pounds,  that  he  will  keep  a  fair  account  of 
all  the  schooling  of  non-subscribed  scholars  and  such  as  send  over  their  sub¬ 
scriptions  which  with  such  as  we  may  yet  subscribe  he  will  allow  us  credit  for 
on  behalf  of  the  salary  at  the  former  price  of  12/6  per  quarter  (provided  we  make 
account  of  none  but  such  as  shall  be  at  the  time  of  subscribing  able  and  likely 
to  pay)  and  in  case  of  a  deficiency  in  making  up  the  said  salary  by  the  profit^ 
of  the  school  the  Trustees  to  be  accountable  therefore — viz. — if  the  said  sum 
should  exceed  £100  the  Trustees  to  have  the  disposal  of  the  overplus,  which 
being  agreed  to  except  the  overplus  if  any  should  arise  which  he  is  to  have 
and  Joseph  Pancoast,  Uz  Guantt,  Wm.  Newbold  and  Thos.  Sykes  are  ap¬ 
pointed  to  take  in  subscriptions  for  the  ensuing  year  as  soon  as  may  be  con¬ 
venient  and  report  to  our  next  meeting.150 

During  the  year  1796  the  school  was  vacant  “some  considerable 
time”  so  early  in  1797  certain  members  were  directed  to  write  to 
Philadelphia  for  suggestions  as  to  teachers,  informing  them  of  the 
local  situation,  and  the  probable  salary  to  be  paid  “a  suitable 
master.”151  A  teacher  by  name  of  Tucker  Earl  was  secured  who 
remained  for  two  years.  In  1801, 

148The  pound  in  New  Jersey  and  Pennsylvania  was  equivalent  to  12s, 
*about  $2.66§. 

l49Min.  U.  S.  School  Trustees,  8/ VI / 1 789. 

lb0Ibid.,  13/XI/1793.  lblIbid.,  15/II/1797. 


Schools  of  Burlington  Quarter 


io5 


application  by  some  of  the  employers  or  senders  of  children  to  our  late  school 
has  been  made  for  leave  to  employ  a  person  not  a  member  of  our  society  (such, 
an  one  now  presenting  whose  recommendation  is  produced  here,  signed  by 
several  Friends  in  Evesham,  setting  forth  that  he  is  an  orderly  man  and  quali¬ 
fied  teacher). 


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Facsimile  of  the  closed  account  of  J.  Tucker  Earl,  a 

TEACHER  AT  UPPER  SPRINGFIELD  IN  1799 


It  is  concluded  that  our  present  situation  (as  there  is  no  apparent  probability 
of  having  such  an  one  as  we  are  desirous  of  obtaining  agreeable  to  our  constitu¬ 
tion  and  rules)  it  may  be  safe  to  admit  him  into  the  house  for  nine  months; 
and  in  order  that  the  business  may  be  methodically  arranged  Thomas  Gaskill 
and  William  Newbold  are  appointed  to  examine  the  house  previous  to  his 
entrance  and  to  lease  it  to  the  said  teacher  for  that  term,  for  the  alone  purpose 


to6 


Quaker  Education  in  New  Jersey 


of  teaching  school  in,  on  such  terms  as  they  may  think  right,  and  in  such  way 
as  to  secure  to  ourselves  and  successors  the  entire  and  exclusive  control  of 
said  house  and  its  appendages.152 

Ill  1803  the  school  was  revived  under  the  charge  of  a  member,, 
employed  according  to  the  following  agreement : 

As  considerable  time  has  elapsed  since  we  have  had  a  school  at  this  place 
under  our  care  (no  master  presenting  that  appeared  likely  to  fill  the  vacancy  to 
satisfaction)  yet  some  of  the  Trustees  (urged  by  the  solicitations  of  divers 
who  wished  for  a  school)  of  late  turned  their  attention  to  enquire  for  one  and 
Charles  Roberts,  a  young  man  lately  from  Westtown  School  being  recommended 
as  a  person  qualified  for  the  business  and  likely  to  answer  our  views;  he  was 
wrote  to  on  the  subject  by  one  of  our  number  and  encouraged  to  come  over, 
which  he  has  accordingly  done  and  now  attending  here,  we  have  had  a  con¬ 
ference  with  him,  heard  his  terms  and  on  consideration  think  it  safe  and  ad¬ 
visable  to  accede  thereto  and  engage  him  for  one  year,  to  commence  on  or 
about  the  4th  of  4th  month,  the  agreement  entered  into  being  as  follows: 

That  for  a  salary  of  three  hundred  and  twenty  dollars  he  is  to  teach  the  school 
consisting  of  not  more  than  thirty  subscribed  scholars,  to  collect  the  money 
himself  and  quarterly  if  he  chooses,  and  at  the  end  of  the  year  if  there  should 
be  any  debts  that  he  can  not  with  a  reasonable  attention  and  exertion  collect, 
the  Trustees  are  to  assist  him  therein,  and  if  the  whole  sum  collected  does  not 
amount  to  the  said  salary,  the  Trustees  makes  up  the  deficiency. 

That  the  Trustees,  previous  to  the  opening  of  the  school,  are  to  procure  a 
subscription  of  the  scholars  that  will  be  the  principals  in  composing  the  school 
at  the  price  of  three  dollars  per  quarter  exclusive  of  board,  for  instructing  them 
in  spelling,  reading,  grammar,  writing  and  arithmetic  and  for  any  branches 
not  usually  taught  by  the  quarter  to  charge  the  customary  prices.  The  teacher 
is  to  keep  a  book  to  enter  employers,  number  and  name  of  scholars  with  time 
of  entrance  and  continuance  at  school,  whether  they  are  subscribed  for  or  not, 
and  every  employer  subscribing  for  less  than  one  scholar  is  not  admitted  to 
send  more  than  one  at  a  time  without  first  having  the  consent  of  a  majority 
of  the  Trustees,  those  subscribing  for  one  or  more,  may  send  at  one  time,  no 
more  than  one  in  addition  to  the  number  subscribed  for  (and  that  only  until 
their  subscription  is  filled)  without  the  like  consent,  and  non-subscribers  not 
to  be  admitted  but  at  the  discretion  of  the  Trustees.  The  hours  for  teaching 
to  be  as  specified  on  page  four  of  this  book,  and  the  master  also  to  be  governed 
by  the  7th,  8th  9th  and  10th  articles  in  page  five,  every  subscriber  is  to  pay 
at  the  time  of  subscribing,  for  each  scholar,  and  proportionably  for  less, 
thirty  cents  entrance  money,  which  is  to  be  deposited  in  the  hands  of  the 
teacher  to  procure  fire-wood,  ink,  etc.,  for  the  use  of  the  school  and  those  not 
subscribing  or  exceeding  their  subscriptions  is  to  be  assessed  in  the  like  propor¬ 
tion— and  in  addition  to  the  books  already  belonging  to  the  school,  more  is 
to  be  purchased  at  our  expense,  if  the  teacher  thinks  it  necessary,  so  that  the 


152 1  bid.,  20/ V/- 1 801. 


Schools  of  Burlington  Quarter 


107 

whole  school  may  have  reading  books  of  suitable  kinds. — The  master  is  to  keep 
a  constant  supply  of  suitable  writing  paper  and  furnish  the  children  at  a 
moderate  price  in  preference  to  their  having  various  kinds  and  qualities.153 

After  Charles  Roberts  had  been  employed  for  a  year  an  attempt 
was  made  to  get  him  for  the  Negro  school  at  Philadelphia.  After 
considerable  correspondence  on  the  subject,  dwelling  on  the  ethics 
of  such  action,  it  was  agreed  he  should  remain  at  Upper  Springfield. 
Perhaps  it  was  because  of  this  difficulty  that  when  Townsend 
Speakman  was  employed  in  1806,  a  lengthy  contract  was  entered 
into.  In  many  points  this  is  similar  to  the  general  rules  on  a 
previous  page  which  were  to  govern  trustees  and  teacher,  but  this 
was  a  particular  agreement  with  one  teacher. 

In  consequence  of  the  enquiry  of  our  committee  (under  appointment  to 
seek  for  a  teacher)  and  their  invitation  to  Townsend  Speakman  (late  from 
Westtown)  he  attended  here  and  the  following  contract  was  entered  into 
with  him,  viz. — 

First. — Previous  to  his  opening  the  school  a  subscription  of  such  scholars 
as  are  likely  to  be  the  principals  in  composing  it  is  to  be  had — at  the  price  of 
three  dollars  per  quarter  and  thirty  cents  entrance  money,  which  last  is  to  be 
paid  at  the  time  of  subscribing, — and  on  or  about  the  9th  of  next  month  he  is 
to  commence  for  one  year. 

Second. — He  is  to  keep  a  book  to  enter  employer’s  names,  number  and  name 
of  scholars,  with  time  of  entrance  and  continuance  at  school,  whether  they  are 
subscribed  for  or  not,  (and  it  is  to  be  understood  that  non-subscribed  scholars 
are  not  to  be  admitted,  but  at  the  discretion  of  the  Trustees.) 

Third. — He  is  to  teach  spelling,  reading,  grammar,  writing  and  arithmetic, 
at  the  above  price,  and  for  any  other  branches  not  usually  taught  by  the 
quarter  to  charge  the  customary  prices. 

Fourth. — The  hours  of  teaching  shall  be  from  the  first  of  4th  month  to  the 
first  of  10th  month  from  8  to  12  o’clock  in  the  forenoon  and  from  2  to  5 >2 
o’clock  in  the  afternoon.  And  from  the  first  of  10th  month  to  the  first  of  4th 
month  from  9  to  12  in  the  forenoon  and  from  1  to  4  in  the  afternoon — (yet  the 
hours  may  be  gradually  varied  in  proportion  as  the  days  increase  in  the  one 
instance  and  decrease  in  the  other;  but  so  as  to  have  the  full  quantum  of  time 
throughout  the  year,  as  above  expressed.) 

Fifth. — The  teacher  is  not  to  dismiss  any  scholar  without  sufficient  cause 
approved  of  by  the  Trustees  and  if  any  employer  from  dissatisfaction  incline 
to  take  away  a  child  the  master  is  to  inform  the  Trustees  that  they  may  attend 
to  the  case. 

Sixth. — He  shall  not  suffer  any  scholar  to  be  in  the  schools  that  hath  the 
itch  or  any  other  infectious  distemper. 

Seventh. — He  is  to  be  allowed  four  days  in  each  quarter  beside  the  necessary 


WIbid.,  u/III/1803. 


ic8  Quaker  Education  in  New  Jersey 

time  for  attending  our  usual  mid-week  meetings  which  he  is  attend  with  the 
scholars. 

Eighth. — He  is  to  give  the  scholars  timely  notice  when  he  intends  to  omit 
opening  the  school. 

Ninth. — He  shall  not  leave  the  school  (at  any  time)  without  giving  the 
Trustee  three  months  warning,  by  delivering  a  written  note  to  their  Treasurer, 
nor  shall  the  Trustees  dismiss  the  teacher  without  giving  the  same  notice, 
unless  for  a  non-compliance  with  the  rules  agreed  to  by  the  Trustees  and 
assented  to  by  him,  or  a  manifest  deficiency  in  the  duties  of  his  station. 

The  teacher  is  to  procure  ink  and  firewood  for  the  use  of  the  school  and 
charge  them  to  the  Trustees — and  it  is  washed  that  he  keep  a  constant  supply 
of  suitable  writing  paper  and  quills  and  furnish  the  children  at  a  moderate 
price,  in  preference  to  their  having  various  kinds  and  qualities. 

And  for  his  services  in  teaching  the  school,  the  teacher  is  to  have  a  salary 
of  three  hundred  and  twenty  dollars — to  collect  all  the  money  himself  from 
subscribers  and  others  who  may  send — and  quarterly  if  he  chooses — but  if  at 
the  end  of  the  year  there  should  be  any  debts  that  he  cannot  with  a  reasonable 
attention  and  exertion  collect,  the  Trustees  are  to  assist  him  therein,  and  if 
the  whole  sum  collected  does  not  amount  to  the  said  salary  the  Trustees  are 
to  make  up  the  deficiency.154 

The  teacher  of  the  school  in  1814,  probably  Samuel  Gummere 
who  was  employed  on  the  same  contract  as  Speakman  (above 
named),  seems  to  have  been  more  progressive  than  the  average. 
The  minutes  inform  that: 

our  teacher  having  proposed  that  the  study  of  geography  be  introduced  into 
the  school,  the  same  was  on  consideration  approved,  and  as  our  house  is  not 
sufficiently  roomy  and  convenient  for  hanging  maps,  etc.,  and  more  room 
having  often  been  wanted  especially  in  the  winter  season,  it  is  concluded  to 
have  an  addition  of  about  ten  feet  put  to  the  end  of  it  .  .  ,155 

Other  improvements  were  also  attempted  according  to  the 
following  minute  of  that  date:  , 

The  adoption  of  a  plan  to  secure  a  more  regular  attendance  of  the  scholars  at 
school  has  long  been  desired  both  by  us  and  our  teachers,  from  a  belief  that 
benefit  would  result  to  the  scholars  and  a  greater  degree  of  reputation  be  gained 
to  the  school— and  the  subject  having  had  our  renewed  attention,  it  is,  on 
due  deliberation,  now  resolved:  that  every  scholar  in  their  first  coming  after 
the  commencement  of  our  teacher’s  next  year  is  to  be  entered  by  the  teacher 
as  a  permanent  scholar  and  continued  as  such  (whether  they  attend  or  not) 
until  due  notice  is  given  to  the  said  teacher,  by  the  person  sending,  that  such 
scholar  is  withdrawn,  such  scholar  may  nevertheless  be  entered  again  at  any 
future  time.  In  cases  of  sickness  however,  or  any  other  bodily  inability  to 
attend  the  time  of  absence  is  not  to  be  charged  for.  Thirty  cents  is  to  be  paid 


mIbid.,  5/V/1806. 


Vo5Ibid.,  n/IV/1814. 


Schools  of  Burlington  Quarter 


109 

for  every  entrance  of  a  scholar  and  $3  per  quarter  for  tuition  in  the  ordinary 
branches  of  spelling,  reading,  grammar,  writing  and  arithmetic,  with  the  usual 
advance  on  the  higher  branches  if  they  are  taught.  And  in  order  that  all  con¬ 
cerned  may  be  duly  informed  of  this  regulation  Michael  Earl,  Thomas  Earl, 
and  William  Newbold  are  appointed  for  one  or  other  of  them  to  accompany 
the  teacher  on  a  visit  to  such,  shew  them  the  said  regulation  and  propose  their 
signing  the  same  as  an  evidence  of  their  assent  to  the  same.156 

From  June  1815  to  September  1819  the  school  was  discontinued, 
and  on  the  latter  date,  “there  not  appearing  any  probability  of 
having  one  soon”  a  number  were  appointed  to  dispose  of  the 
“maps  and  gazateer”  belonging  to  the  school  and  pay  the  proceeds 
to  the  treasurer.  This,  however,  was  not  accomplished,  apparently, 
for  in  1825,  “having  never  been  sold”  a  new  committee  was  ap¬ 
pointed  to  dispose  of  them.157  At  this  time,  though  no  school  was 
being  supported  at  Upper  Springfield,  the  trustees  of  the  fund 
did  pay  certain  school  expenses  for  children  of  members  who  at¬ 
tended  elsewhere. 

In  1827  an  effort  was  made  to  revive  the  school,  according  to 
the  following  minute: 

Some  of  the  trustees  desirous  of  having  a  school  and  believing  that  one  might 
be  made  up  they  entered  into  an  agreement  with  Louise  Bennett  to  teach  the 
same  for  a  year  at  a  salary  of  one  hundred  and  eighty  dollars  in  quarterly  pay¬ 
ments,  and  she  accordingly  commenced  on  the  12th  of  last  month  and  the  said 
contract  being  satisfactory,  we  confirm  it  as  our  act  and  take  the  charge  of 
the  school.  It  is  concluded  that  for  the  present  the  school  be  limited  to  thirty 
scholars,  large  boys  to  be  admitted  only  at  the  discretion  of  the  teacher,  and 
subject  to  dismissal  by  the  Trustees  if  their  conduct  is  not  satisfactory.158 

Again,  seven  months  later, 

The  teacher  requesting  that  the  west  room  of  the  school  house  be  fitted  up 
for  the  reception  of  the  maps  and  that  they  might  be  replaced  there  for  the  use 
of  the  school,  it  is  concluded  to  have  it  done  and  Clayton  Newbold  and  Clay¬ 
ton  Newbold,  Junior,  are  appointed  to  the  service,  have  the  room  put  in  good 
repair  as  soon  as  they  can,  receive  from  Michael  Earl  the  said  maps  and  the 
gazetteer  if  he  has  the  latter,  and  also  to  get  from  Thomas  Earl  such  of  the 
books, which  he  has  in  charge  belonging  to  the  school,  as  may  appear  needful.159 

These  provisions  having  been  made  the  school  continued  till 
1829  when  it  was  closed.  Trouble  occurred  at  this  time  over  the 
school  property  and  house,  and  as  the  number  of  members  was 

156Ibid.  lblIbid.,  6/V/1825. 

™Ibid.,  15/XII/1827.  159/^.,  18/VII/1828. 


no 


Quaker  Education  in  New  Jersey 


exceedingly  small  the  school  was  not  revived.  In  1843  Upper 
Springfield  noted: 

The  treasurer  of  the  trustees  of  the  school  fund  belonging  to  this  meeting 
informs  that  the  said  fund  has  accumulated  to  a  considerable  amount  without 
there  having  been  any  appropriation  thereof  for  some  time  past.  This  Meet¬ 
ing,  concluding  that  there  will  not  probably  be  an  opportunity  of  applying 
the  funds  according  to  the  original  designs  of  the  donors,  directs  the  said 
Treasurer  to  transmit  to  the  Clerk  of  the  Meeting  for  Sufferings,  for  its  advice, 
a  clear  and  suitable  statement  of  the  case  and  Clayton  Newbold  and  John  S. 
Curtis  are  appointed  to  assist  him  in  making  it  out  and  to  report  to  this  meet¬ 
ing.160 

In  the  following  year  the  Meeting  for  Sufferings  summarized 
the  case  as  follows: 

1.  Total  value  of  school  fund  of  Upper  Springfield  is  $4,500  plus  U  acre  of 
land. 

2.  The  preparative  Meeting  is  urged  to  keep  up  the  usual  number  of  trustees 
in  charge  of  the  fund,  and  apply  it  to: 

a.  The  education  of  children  of  their  Meeting. 

b.  If  there  are  not  enough  children  (The  number  of  children  of  school  age 
in  1842  was  3,  one  at  Wilmington,  one  at  Westtown,  and  one  at  Haverford.) 
to  utilize  the  whole  income,  the  residue  may  be  utilized  by  Burlington  Quarter 
to  which  Upper  Springfield  belongs.161 

At  the  same  time  we  find  a  proposal  on  the  part  of  Upper  Spring- 
field  Monthly  Meeting  that  the  Preparative  Meeting  of  that  name 
be  discontinued  and  their  rights  of  property  be  vested  in  Mansfield 
Preparative  Meeting  and  its  members  for  the  uses  and  provisions 
originally  designed.  The  Quarterly  Meeting  gave  approval  to 
this  step.162 

Mansfield  Preparative  Meeting  School  was  established  with  a 
permanent  fund  for  its  support,  in  1782.  At  that  date  a  large 
parchment  was  prepared  upon  which  to  enter  subscriptions,  the 
sum  of  which  had,  by  1815,  reached  £  330. 163 

In  1783,  when  Upper  Springfield  became  a  monthly  meeting, 
Mansfield  and  their  school  became  subject  thereto,  and  the  history 
of  the  two  is  closely  interwoven.  In  1784  the  monthly  meeting  re¬ 
ported  two  schools  taught  by  Friends,  but  not  “agreeable  to  the 

160Min.  U.  S.  Prep.  Mtg.,  16/XI/1843.  mIbid.r  22/VIII/1844. 

162Min.  Upper  Springfield  Mo.  Mtg.,  4/XII/1844. 

163This  Parchment  is  now  in  the  vaults  at  142  N.  16th  St.,  Philadelphia. 
It  measures  2  ft.  6U  inches  by  2  ft.  2  U  inches  and  sets  forth  the  purpose  of 
the  subscribers  to  the  school  fund.  The  amounts  subscribed  varied  between 
£  7  and  £30. 


Schools  of  Burlington  Quarter 


hi 


advice  of  the  Yearly  Meeting.”  One  of  these  was  at  Mansfield  and 
the  other  at  Upper  Springfield.  In  1804,  three  schools  were  named, 
the  two  above  and  an  additional  one  of  Upper  Freehold  “under 
the  care  of  trustees  and  by  some  of  their  number  mostly  visited 
monthly.”164  In  1812  those  at  Mansfield  and  Upper  Freehold 
were  again  named  as  being  active,  while  that  at  Upper  Springfield 
was  vacant ;  the  situation  was  the  same  in  1813 ,165  and  so  continued 
until  1827.  At  that  time,  after  a  brief  disturbance,  the  Mansfield 
School  was  resumed  and  continued  in  operation  until  1845,  after 
wdiich  it  was  often  “not  strictly  speaking  of  this  description;” 
i.  e.,  up  to  official  standard.  From  a  number  of  references,  the 
school  house  at  Mansfield  was  apparently  used  for  a  time  as  a 
meeting  place  for  religious  services  after  the  separation. 

In  1831  women  were  added  to  the  school  committee. 

It  has  been  thought  that  a  benefit  would  arise  in  the  Woman’s  Preparative 
Meeting  appointing  a  few  of  their  members  to  meet  with  the  Trustees  of  the 
school,  to  advise  and  assist  in  the  government  of  said  school  when  female 
children  attend  it,  which  proposition  the  Woman’s  Meeting  has  united  with.11"6 

In  1842  the  monthly  meeting  reported  they  had  twenty-one 
children  of  age  for  school,  and  that  eleven  had  attended  the  Mans¬ 
field  School,  which  was  taught  most  of  the  year  by  members  and 
superintended  by  trustees;  the  pupils  attended  mid-week  meetings 
and  heard  the  Scriptures  read  generally  in  the  school.167 

A  year  later,  the  educational  situation  was  more  fully  shown: 

From  the  report  of  the  Preparative  Meetings  it  appears  we  have  18  children 
of  a  suitable  age  to  go  to  school,  and  also  one  school  at  Mansfield  which  is 
taught  by  a  man  in  profession  with  Friends  and  superintended  by  Trustees  ap¬ 
pointed  by  the  Preparative  Meeting  at  that  place,  and  which  has  averaged 
for  the  last  10  mos.  40,  and  now  45  scholars,  and  it  appears  to  be  well  conducted 
and  in  a  prosperous  condition,  and  the  Teacher  and  Scholars  regularly  attend 
the  week-day  meetings.  Eight  of  the  children  have  been  at  this  school,  most 
of  them  the  greater  part  of  the  year,  and  three  of  them  still  attend  it,  two 
others  attend  a  domestic  school  in  their  father’s  house  taught  by  a  member, 
and  one  of  which  last  summer  went  to  a  Friends’  School  within  the  limits  of  a 
neighboring  Meeting.  Six  others  are  not  near  any  Friends  School  and  have 
been  at  the  common  school,  not  taught  by  members,  nor  under  the  control  of 
Friends.  Most  of  the  past  year,  of  the  remaining  two,  one  has  been  last 

164Min.  U.  S.  Mo.  Mtg.,  8/II/1804.  165 Ibid .,  3/II/1813. 

166Min.  Mansfield  Preparative  Meeting,  (O.),  2/VI/1831. 

167Min.  U.  S.  Mo.  Mtg.,  (O.),  9/II/1842. 


I  12 


Quaker  Education  in  New  Jersey 


summer  at  a  Friends’  School  within  the  limits  of  our  Quarterly  Meeting,  but 
is  now  at  home  and  the  other  one  is  now  at  said  school.168 

From  1845  onward  the  Mansfield  School  was  som.etim.es  “not 
strictly  as  queried  after,”  as  in  1847,  and  again,  apparently  came 
under  entire  control  of  the  meeting,  as  in  1848.  In  1875  it  was 
“up  to  standard”  while  in  1876,  “no  school  of  the  description 
queried  after”  was  reported.  After  1876  the  school  was  not  re¬ 
vived,  and  the  reports  stated  there  was  “no  school  of  such 
description.”169  The  following  table,  the  figures  of  which  are 
.drawn  from  the  Monthly  Meeting  Minutes  of  Orthodox  Friends, 
throws  light  on  the  educational  problem,  within  the  limits  of  Upper 
•Springfield  and  Mansfield  Meetings. 

TABLE 


1851 

1861 

1870 

1880 

1890  1900 

Children  of  School  Age 

23 

25 

18 

17 

9  2 

Boys 

12 

Girls 

1 1 

•* 

School  at  Mansfield 

7 

1 

3 

3 171 

Westtown 

1 

5 

4 

5 

7  2 

Common  Schools 

i5 

19170 

8 

5 

Taught  at  home 

3 

4 

Select  School  Philadelphia 

1 

Not  in  School 

1 

At  the  time  of  the  division  in  the  Society  of  Friends,  1827,  the 
monthly  meeting  of  the  new  organization  reported  that  there  were, 

Two  schools  one  at  Upper  Springfield  and  one  at  Upper  Freehold,  taught 
by  members  and  superintended  by  Committees  appointed  by  the  Preparative 
Meetings.172 

The  report  a  year  later,  however,  stated  that: 

Owing  to  peculiar  circumstances  attending  this  Meeting  there  are  no  schools 
in  the  immediate  situation  of  those  queried  after.173 

It  was  noted  above  that  a  school  had  been  established  under  the 
care  of  the  meeting  at  Upper  Freehold;  this  school  was  still  in 
operation  in  1826.  After  the  separation  the  Upper  Freehold 

l6sIbid.,  8/II/1843.  1(i9Ibid.,  1876  and  thereafter  to  1900. 

1,0District  school  in  this  year  was  taught  by  a  member. 

171Quite  probable  that  these  attended  the  Mansfield  school,  though  it  was 
not  controlled  by  the  meeting. 

172Min.  U.  S.  Mo.  Mtg.,  (H.),  6/II/1828. 


mIbid.,  4/II/1829. 


Schools  of  Burlington  Quarter  113 

school  came  under  the  jurisdiction  of  the  Hicksite  meeting.  A 
minute  of  1833  stated: 

One  school  taught  by  a  member  and  superintended  by  a  committee  appointed 
by  the  Preparative  Meeting  at  Upper  Freehold.174 

In  1836  the  minutes  stated  the  Upper  Freehold  School  was  not 
taught  by  a  member;  and  similar  reports  continued  until  1849, 
when  it  was  said  to  be  under  the  tutelage  of  a  Friend.  Shortly 
thereafter,  it  passed  into  other  hands  save  that  the  preparative 
meeting  had  oversight  and  control  of  it.  In  1858,  it  was  again 
according  to  the  direction  of  the  higher  meeting: 

We  have  one  school  taught  by  a  member,  under  care  of  Committee  appointed 
by  Preparative  Meeting.175 

The  number  of  scholars  in  attendance  at  the  School  was  44  in 
1868,  7  of  whom  had  one  parent  a  member,  and  2  of  whom  were 
members.176 

The  school  was  not  mentioned  after  1870. 

Little  Egg  Harbor  Monthly  Meeting 

A  meeting  was  settled  at  Little  Egg  Harbor  in  1704  and  the 
monthly  meeting,  established  in  1 7 1 5, 177  came  under  the  jurisdiction 
of  Burlington  Quarterly  Meeting. 

From  all  records  now  available  it  appears  that  schools  were  not 
well  provided  for  among  Friends  at  Little  Egg  Harbor,  even  late 
in  the  18th  century.  In  1793  they  state  the  “necessities  of  the 
poor  have  been  attended  to,  but  that  of  learning  is  yet  wanting 
among  many.”  A  similar  report  was  made  in  1794. 178  Again  in 
1796,  “no  cause  of  complaint  respecting  the  query  except  that  of 
learning  which  is  wanting  among  us.”179 

In  1803  the  preparative  meetings  were  directed  to  raise  $20.00 
“in  the  usual  manner”  and  pay  it  to  the  treasurer  for  the  use  of 
the  poor.  It  is  barely  possible  that  this  was  partly  intended  for 
assisting  them  by  way  of  schooling.  At  any  rate  the  report  that 

mIbid.,  6/II/1833.  ™Ibid., 3/II/1858. 

ri6Ibid.,  5/II/1868.  From  items  kindly  transcribed  from  the  records  by 
Martha  E.  Gibbs,  Columbus,  N.  J. 

177Hazard:  Register  of  Pa.,  VII,  102. 

178Min.  Little  Egg  Harbor  Mo.  Mtg.,  14/VIII/1794. 

179  Ibid.,  1 1 /VIII/ 1 796. 


Quaker  Education  in  New  Jersey 


114 

followed  in  1806  was  somewhat  better,  in  that  ‘  ‘some  care  extended 
towards  the  education  of  their  children.” 

In  1808  the  record  of  the  preparative  meeting  indicated  that 
something  had  been  undertaken  with  ref erence  to  providing  a  school 
under  its  care. 

Some  time  back  Jeremiah  Willits  was  appointed  to  assist  the  Treasurer  of 
the  school  committee  in  collecting  the  moneys  that  belong  thereto,  now  reports 
that  he  has  attended  to  his  appointment  and  has  collected  part,  but  not  been 
able  to  collect  it  all,  and  requests  to  be  released  which  the  Meeting  concurs 
with.180 

No  permanent  success  was  achieved  for,  in  1812,  the  monthy 
meeting  reported  “not  any  (schools)  under  the  care  of  com¬ 
mittees.”181 

Again  in  1818  we  find  that: 

This  Meeting  appoints  Simeon  Haines,  John  Hallock,  Thomas  Bellanger- 
Nathan  Bartlet,  Eli  Mathis  and  Aaron  Bellanger,  Trustees  to  have  the  schools 
and  funds,  belonging  thereto  within  the  compass  of  this  Preparative  Meeting 
and  the  former  committee  is  released.182 

In  1820  three  men  were  appointed  to  join  the  school  committee 
of  this  Meeting  to  consider  the  propriety  of  “building  a  new  school 
house  at  the  west  end  of  the  shore.”183  Two  months  later  they 
had  decided  “to  build  a  new  school  house  but  not  fully  concluded 
where  to  set  it.”  In  1821  the  ground  for  the  school  was  reported 
secured.  In  1824, 

This  Meeting  appoints  John  Hallock,  David  Maps,  William  Gifford,  Nathan 
Bartlet,  Nathan  Bartlet,  Junior,  and  Timothy  Pharo  as  a  school  committee 
to  this  Preparative  Meeting — Nathan  Bartlet  is  appointed  Treasurer.181 

Regarding  the  financial  status  the  committee  stated  in  1828: 

We  the  committee  appointed  to  settle  with  the  school  committee  and  those 
that  have  the  care  of  the  grave  yard,  report  that  they  find  in  the  hands  of 
those  for  the  school  in  cash  $7.54,  in  notes  of  hand  against  several  persons  for 
$222.08,  interest  $62. 76. 185 

In  1830  the  following  report,  on  schools  within  the  limits  of 
Little  Egg  Harbor,  was  made  to  the  quarterly  meeting: 

Little  Egg  Harbor  Preparative  Meeting  has  a  small  school  fund,  and  also  a 
school  house,  in  which  a  school  is  sometimes  kept,  under  superintendence  of 

180Min.  Little  Egg  Harbor  Prep.  Mtg.,  7/V  I/1808. 

181Min.  L.  E.  H.  Mo.  Mtg.,  13/11/1812. 

182Min.  L.  E.  H.  Prep.  Mtg.,  2/VII/1818. 

mIbid.,  2/III/1820.  1MIbid.,  2/IX/1824.  imIbid.,  3/I/1828. 


Schools  of  Burlington  Quarter  115 

that  meeting;  but  there  was  no  school  kept  there  at  the  time  a  part  of  the 
committee  was  there. 

Barnegat  Preparative  Meeting  has  neither  school  house,  school,  nor  a  school 
fund,  but  divers  of  it  members  are  interested  with  others,  not  members  of  our 
society,  in  a  school  house,  in  which  a  school  is  sometimes  kept.136 

A  similar  report  was  made  twro  years  later: 

At  Little  Egg  Harbor  there  are  two  schools  under  the  direction  of  that 
Preparative  Meeting,  both  taught  by  men  not  in  membership  with  Friends, 
and  visited  by  committees  appointed  by  the  said  Meeting;  at  one  of  the 
schools  there  are  40  scholars  taught,  6  of  whom  are  members,  at  the  other 
school  there  are  25  children  taught,  9  of  whom  are  members. 

At  Barnegat  there  are  8  children  members  that  attend  a  school  in  the 
neighborhood  over  which  the  Preparative  Meeting  have  no  control.187 

In  1840, 

William  Gifford  also  produced  a  bill  for  repairs  on  the  school  house  to  the 
amount  of  26  01  ($26.01  ?)  which  was  allowed  and  the  treasurer  is  directed 
to  discharge  the  same.188 

In  1844  the  monthly  meeting  reported  no  school  at  Barnegat 
Preparative  Meeting  but  “one  school  at  Little  Egg  Harbor  taught 
by  a  member  under  the  care  of  Friends.”  This  school  continued 
until  1866  but  is  not  mentioned  thereafter  as  a  Friends’  preparative 
meeting  school.  All  reports  beginning  in  1867,  and  thereafter,  are 
in  effect:  “We  have  no  such  school.”189 

The  following  table,  made  up  from  reports  in  the  minutes  of 
Little  Egg  Harbor  Monthly  Meeting,  shows  the  situation  regard¬ 
ing  the  number  of  children  members  and  the  manner  in  which  they 
were  distributed.  Compared  with  other  meetings  it  would  seem 
that  the  sentiment  in  favor  of  a  meeting  school  was  never  very 
strong  here.  Many  meetings  maintained  schools  until  the  number 
of  children  was  as  small  as  three,  two  and  even  until  there  were 
none  remaining.  In  this  instance,  there  is  little  doubt  but  that  the 

186Min.  Burlington  Q.  Mtg.,  30/XI/1830.  187Ibid.,  25/II/1834. 

188Min.  L.  E.  H.  Prep.  Mtg.,  4/VI/1840. 

189Little  Egg  Harbor  Preparative  Meeting  was  authorized  by  law  in  1866, 
to  dispose  of  “a  certain  lot  of  land  .  .  .  particularly  mentioned  and  described, 
which  had  been  devised  in  1805  by  Jonathan  Smith  and  Hannah 
his  wife  to  The  committee  for  schools  for  the  Preparative  Meeting  of  Friends 
of  Little  Egg  Harbor,  and  their  successors  in  office  for  the  entire  use  of  a  school 
house  and  school  for  the  Preparative  Meeting  of  Friends  of  Little  Egg  Harbor 
forever.”  The  enabling  act  stated  they  had  “no  longer  any  use  for  said  proper¬ 
ty  for  the  purposes  of  a  school  .  .  .”  See  laws  of  new  jersey,  1866,  560. 


n6 


Quaker  Education  in  New  Jersey 


district  schools  when  introduced  proved  themselves  superior  to 
anything  the  meetings  had  been  able  to  provide. 


TABLE 

1855  1859  1865 


Children  of  suitable  age  for 


school  1 9 

Westtown  3 

Friends  School  4 

District  Schools  7 

Not  attending  any  school  3 


Select  School  not  under  care  of 
Friends 
Family  School 
Instruction  at  home 
Select  Schools 


17  18 

3 

4  5 
7  8 
2 

2 

2 

2 


1870  1876  1879 


17  14  16 

6  5  7 

7  7  4 


4 


2 


5 


190 


We  have  now  traced  the  development  of  schools  in  the  Monthly 
meetings  belonging  to  Burlington.  The  figure  below  indicates 
the  number  of  schools  maintained  under  the  care  of  trustees,  or 
committees,  taught  by  members,  and  having  permanent  funds  in 
many  cases,  between  1722  and  1895.  These  schools  were  reported 
as  being  “according  to  the  plan  of  the  Yearly  Meeting.”  The 
abrupt  decline  between  1825  and  1830  is  occasioned  by  the  division 
of  the  Society  of  Friends  in  1827,  as  a  result  of  which  schools  suffered 
greatly.  The  number  soon  increased,  however,  in  both  branches 
of  the  Society.  The  second  sharp  decline  in  point  of  numbers  oc¬ 
curred  after  1866  when  state  support  was  withdrawn  from  Friends’ 
schools.  After  1827  only  the  schools  of  the  Orthodox  Friends  are 
represented  in  this  graph ;  complete  figures  for  the  Hicksite  Branch 
are  not  available.  Nevertheless,  judging  by  the  decline  of  schools 
in  individual  meetings,  and  the  tendency  in  other  meetings  where 
figures  are  available,  we  may  conclude  that  figures  for  the  entire 
Hicksite  Quarterly  Meeting  at  Burlington  would  follow  the  same 
general  tendency  indicated  above. 


190“Instructed  at  home,  or  not  attending  any  school.” 


Rise  and  Decline  of  Schools  in  Burlington  Quarter 


Schools  of  Burlington  Quarter 


117 


CHAPTER  V 


SCHOOLS  OF  SALEM  QUARTER 

Let  us  turn  our  attention  to  West  Jersey,  to  Salem,  the  Colony 
of  Fenwick,  settled  in  1675.  It  was  this  town  that,  in  1682,  gave 
its  name  to  the  Quarterly  Meeting  of  Friends,  whose  educational 
activities  we  are  about  to  examine.  Salem  Quarter  was  composed 
of  Salem,  Greenwich,  Maurice  River,  Woodbury,  and  Pilesgrove 
monthly  meetings,  established  in  1676,  1770,  1804,  1785,  and  1794, 
respectively.1  It  is  to  the  manuscript  minutes  of  these  meetings 
we  must  turn  for  information  concerning  their  educational  affairs. 

Salem  Monthly  Meeting 

Salem  Monthly  Meeting  was  first  established  in  1676  “to  consider 
of  outward  business,  and  of  such  as  have  been  convinced,  and 
those  that  walk  disorderly,”2  but  with  the  development  of  the 
community  and  the  increase  of  public  affairs,  it  came  also  to  exer¬ 
cise  control  over  the  educational  opportunities  of  the  locality.  It 
is  stated  in  a  local  history  that, 

What  appeared  to  be  of  the  utmost  importance  to  the  everlasting  happiness 
of  our  forefathers,  and  to  their  descendants,  was  undertaken,  speedily  to  en¬ 
deavor  to  advance  the  moral  culture  of  the  people,  in  building  up  meeting 
houses  for  public  worship  in  almost  every  township  in  the  county  where 
needed,  and  erecting  school  houses  for  the  instruction  of  their  children.3 

The  records  of  the  earliest  days,  however,  are  not  as  full  as  desirable 
and  most  historians  content  themselves  with  easy  generalizations 
of  the  above  character.  Perhaps,  this  is  not  far  from  the  truth. 
Certainly,  after  the  middle  of  the  eighteenth  century,  a  great 
many  references  are  found,  giving  evidence  of  the  high  esteem  in 
which  education  was  held. 

In  1746  the  Yearly  Meeting  directed  the 

hunting:  List  of  Records ,  89-97;  also  the  first  volume  of  each  meeting’s 
minutes. 

2Michener:  Retrospect  of  Early  Quakerism,  44. 

3Johnson:  First  Settlement  of  Salem,  i68f.  Raum,  also,  says  “Fenwick’s 
settlement  at  Salem  opened  a  school  soon  after  its  establishment  ...”  Hist . 
of  N.  J.,  II,  284-5. 

118 


Schools  of  Salem  Quarter 


119 


several  Monthly  Meetings  to  encourage  and  assist  each  other  in  the  settlement 
and  support  of  schools  for  the  instruction  of  your  children,  at  least  to  read 
and  write,  and  some  further  useful  learning,  to  such  whose  circumstances 
will  permit  it  .  .  ,4 

Further  directions  concerned  the  quality  of  masters  that  were  to 

t  Woodbury 
t  Upper  Greenwich 
•  Woolwich 

•  Upper  Penn’s  Neck  * 

•  Piles  Grove 

Salem  •  •  Allowaystown 

Great  Egg  Harbor  • 

•  Alloways  Creek 

•  Greenwich  •  Maurice  River 

•  Cape  May 

Salem  Quarterly  Meeting 

be  employed.  These  were  reiterated  more  at  length  in  1750,  and 
1751,  but  not,  at  first,  favorably  received  by  Salem  Monthly: 

This  meeting  thinks  the  circumstances  of  our  county  no  ways  suits  the  pro¬ 
posals  concerning  schools  in  answer  to  the  extracts  from  the  Yearly  Meeting  .  .  .5 

Following  the  more  urgent  suggestions  of  the  Yearly  Meeting 
in  1 7 78s  a  greater  interest  is  evident: 

The  extracts  were  read  in  this  meeting,  and  the  following  accounts  directed 
to  be  sent  in  the  reports.  The  advices  handed  down  from  the  Yearly  Meeting 
with  respect  to  the  state  of  society  having  been  weightily  before  the  Meeting, 
several  Friends  gave  in  their  names  to  attend  several  Preparative  Meetings  to 
assist  them  .  .  .  also  with  respect  to  the  education  of  our  youth,  which  labor 
has  been  extended,  in  part,  to  general  satisfaction  and  remains  under  care.7 

In  1788  a  committee  on  schools  was  named  “to  meet  and  confer 
together  on  the  subject  and  report  their  sense  of  the  state  of  schools 
amongst  us  .  .  .,”8  but  this  report  was  not  given  in  the  minutes. 
A  year  later  the  committee  was  directed  “to  visit  the  schools  that 


4Min.  Yr.  Mtg.,  1746,  See  Chapter  Two. 

5Min.  vSalem  Mo.  Mtg.,  26/VI/ 1751.  6Chapter  Two. 

7Min.  Salem  Mo.  Mtg.,  26/VIII/1782.  8Ibid.,  27/VII/1788. 


120 


Quaker  Education  in  New  Jersey 


are  under  the  direction  of  Friends,  and  the  teachers  members  of 
the  society  .  .  .”9  Accordingly,  a  report  was  made: 

...  on  behalf  of  the  committee  appointed  in  the  5th  month  last  to  visit 
the  schools  under  the  care  of  Friends,  that  they  have  attended  to  their  appoint¬ 
ment  and  visited  such  as  were  under  the  care  of  Friends  to  satisfaction.10 

In  1791  steps  were  taken  to  establish  a  permanent  fund,  and  thus 
place  the  schools  on  a  more  permanent  foundation.  A  committee 
composed  of  John  Wistar,  Joseph  Reeve,  Jonas  Freedland,  George 
Colson,  John  Barnes,  and  Isaac  Pedrick,11  reported  a  plan  in 
October,  of  which  the  following  is  a  summary: 

1 .  N ine  trustees  and  a  treasurer  to  be  appointed  annually,  respon¬ 
sible  to  the  monthly  meeting. 

2.  Notes  to  be  given  for  amount  subscribed,  bearing  interest  at 
six  percent. ;  principal  not  to  be  demanded  during  lifetime  of 
subscriber,  provided  he  remains  a  member  of  this  monthly  meeting. 

3 .  Treasurer  shall  make  “full  and  clear  entries  of  all  moneys”  in  a 
book. 

4.  Interest  to  be  applied  to  education  of  “poor  children,  and  to 
no  other  purpose/but  by  direction  of  the  monthly  meeting  .  .  .” 

5.  Trustees  shall  make  report  to  meeting  in  May,  annually; 
new  trustees  to  be  appointed  in  June,  annually,  and  all  interests 
paid  in  January. 

6.  On  decease  or  removal  of  subscribers,  the  treasurer  shall  call 
in  the  principal  sum,  invest  it  or  put  it  out  in  safe  hands  at  the 
advice  of  the  meeting. 

7.  Only  by  direction  of  the  monthly  meeting  can  the  principal 
be  used  in  raising  an  annuity. 

In  accordance  with  the  above  plan,  trustees  continued  to  be 
regularly  elected,  annually,  throughout  the  next  century,  and  their 
reports  each  year  shows  the  success  with  which  the  end  in  view 
was  reached.  The  following  is  one  of  the  early  reports,  bearing 
date  of  1795 : 

The  trustees  of  the  school  fund  made  report  that  they  had  attended  to  their 
appointment  and  that  there  has  been  paid  in  of  the  interest  on  the  notes 
£  21/14/5K,  of  which  sum  £  1 2/3/6 K  has  been  expended  in  schooling  white 
and  some  black  children,  and  as  they  mention  some  part  of  the  principal  to 
be  paid  in,  they  are  directed  to  put  out  the  same  at  lawful  interest.  The  follow¬ 
ing  Friends  are  appointed  Trustees  of  the  Fund  for  the  succeeding  year,  to 

10 Ibid.,  31/VIII/1789.  nIbid.,  25/IV/1791. 


9  Ibid.,  26/I/1789. 


Schools  of  Salem  Quarter 


12 1 


wit — William  Abbott,  John  Redman,  Richard  Smith,  Jonas  Freeland,  Joseph 
Bassett,  William  Carpenter,  and  John  Redman  is  appointed  Treasurer  for 
the  year  ensuing.12 

The  figures  subjoined,  though  not  for  regular  intervals,  indicate 
the  growth  of  the  fund  and  the  purposes  for  which  expended,  be¬ 
tween  1796  and  1826 :13 


Year 

TABLE 

Schooling  poor.  Schooling  Blacks  White  and  Value  of 

1796 

6/8  /6 

Black  Children  Fund 

1798 

16/4 

1801 

14/4/10 

1804 

22/3  19 

1810 

27/3  19 

1813 

$42.61 

$663.76 

1815 

27-63^ 

703-75^ 

1816 

37-46 

771-85  - 

1822 

40.66 

779-65 

1823 

52.75 

820.26 

1824 

84.23 

818.90 

1825 

99.90 

862.91 

1826 

104.24 

843.86 

A  report  on  the  school  fund  in  1850  shows  $114.95  paid  in  con¬ 
nection  with  a  farm  at  Penn’s  Neck  devised  to  the  meeting  by 
Elijah  Ware,  $24.86  for  sundry  school  bills,  and  $30.00  paid  to 
teacher  of  colored  school  in  Salem.14  Details  concerning  the 
colored  school  do  not  appear  in  the  minutes,  though  there  is  fre¬ 
quently  an  item  of  $30  paid  to  the  teacher.  The  funds  expended  for 
schooling  the  poor  were  not  confined  to  Friends’  children.15 

Let  us  return  now  to  the  schools  themselves,  the  situation  of 
which  was  set  forth  in  a  committee  report: 

Salem  1791  the  7  month  25th 

We  the  committee  appointed  to  enquire  into  the  state  of  schools  within  the 
compass  of  the  Monthly  Meeting  having  made  inquiry  and  met  and  conferred 
upon  the  subject  do  agree  to  report  that  there  is  one  school  in  the  town  of 
Salem,  the  constitution  whereof  is  such  that  Friends  have  the  chief  prerogative 
and  is  under  the  care  of  seven  Trustees  all  members  of  this  Meeting,  and  is 


l2Ibid.t  29/VI/1795.  13Collected  from  the  minutes  for  the  above  dates. 
uIbid.,  (O.),  27/III/1850.  XhIbid.,  29/III/1854. 


122 


Quaker  Education  in  New  Jersey 


taught  by  a  Friend.  Also  that  there  is  several  other  establishments  for  schools 
now  without  teachers  in  several  neighborhoods  of  Friends  where  they  have 
the  chief  management  and  agreeable  to  their  constitution,  might  have  them 
under  the  care  of  Trustees  Members  of  this  Meeting  and  taught  by  members 
of  the  same  if  Friends  would  exert  themselves  and  diligently  attend  all  their 
annual  and  convened  Meetings  for  the  opening  of  or  managing  the  affairs  of 
.said  schools  which  we  apprehend  might  open  a  way  for  raising  and  expending 
a  fund  agreeable  to  the  advice  of  Superior  Meetings. 

John  Wistar  John  Barnes 

Jonas  Freedland  Isaac  Pederick. 

Though  the  above  report  indicates  some  progress,  it  does  not 

\ 

appear  that  Salem  Monthly  was  able  to  raise  its  schools  to  the 
level  of  excellence  desired  by  the  Yearly  Meeting.  In  1808,  when 
answers  are  made  to  annual  queries  relating  to  schools,  they  reply: 
“None  in  this  meeting  exactly  under  that  description.”16  In  fact, 
from  1808  to  1854,  the  report  is  to  the  same  effect.  This  does  not 
mean  that  there  were  no  schools ;  only,  that  they  were  not  successful 
in  meeting  the  standard  set  by  the  superior  meeting. 

After  the  separation  in  1827  the  importance  of  “a  guarded” 
education  was  again  urged  by  the  Yearly  Meeting,  and  a  committee 
was  duly  appointed  to  consider  the  possibilities.  Report  was  soon 
made,  however, 

that  having  several  times  met  and  conferred  together  on  the  subject,  no 
way  has  presented  to  obviate  the  difficulties  Friends  at  present  labor  under.17 

In  1831,  replying  to  a  request  for  information  and  a  full  report 
on  schools,  whether  under  the  care  of  this  meeting  or  otherwise, 
and  the  number  of  children,  if  any,  who  were  without  proper  op¬ 
portunities,  a  committee  was  appointed  which  produced  the  follow¬ 
ing  report: 

The  following  proposition  offered  by  the  Committee  appointed  by  this  Meet¬ 
ing  on  the  subject  of  education  having  been  considered  appears  to  be  united 
with  and  the  Committee  is  encouraged  to  establish  a  school  under  the  regu¬ 
lations  therein  proposed,  viz. 

After  making  inquiry  into  the  state  of  this  deeply  interesting  concern  in 
our  several  neighborhoods  we  have  to  remark  that,  as  there  is  no  select  school 
within  our  limits  Friends  seem  under  the  necessity  of  sending  to  such  mixed 
schools  as  are  contiguous  in  which  their  children  are  exposed  to  the  corrupt 
example  of  those  whose  language  and  manners  are  not  in  accordance  with 
that,  simplicity  which  our  principles  lead  into,  and  altho  in  looking  toward  a 
remedy  many  difficulties  have  presented  themselves,  we  are  encouraged  in  the 

llIbid.,  (O.),  27/X/1830. 


™Ibid.,  25/I/1808. 


Schools  of  Salem  Quarter 


123 


belief  that  they  are  not  altogether  insurmountable  and  that  a  blessing  will 
attend  every  right  endeavor  to  remove  them.  Under  this  conviction,  we 
propose  that  a  school  be  established  in  the  town  of  Salem  for  the  instruction 
of  girls  and  small  boys,  members  of  our  religious  Society,  to  be  taught  by  a 
properly  qualified  female  (also  a  member)  and  superintended  by  a  joint  com¬ 
mittee  of  men  and  women  to  be  annually  appointed  by  the  Monthly  Meeting 
whose  duty  it  shall  be  to  visit  the  school  once  in  every  month  and  report  its 
state  to  the  Meeting  at  the  expiration  of  each  year.  The  said  school  to  be 
located  conveniently  for  the  teacher  and  children  to  attend  our  weekday 
Meetings.  The  teacher’s  salary  and  all  other  needful  expenses  to  be  pa;d 
out  of  the  income  arising  from  the  price  of  tuition  to  be  charged  on  each  scholar, 
which  if  found  insufficient  to  defray  the  whole  expenses  of  the  school,  the  de¬ 
ficiency  to  be  supplied  from  such  available  funds  as  the  Meeting  shall  direct.18 

The  “not  altogether  insurmountable”  difficulties  were  apparently 
overcome  and  the  following  report  on  schools  produced  in  1832. 
The  difficulties  in  the  way  of  establishing  a  “Select  School”  are 
obvious  when  we  consider  that  in  one  school,  six  scholars,  and  in 
the  other,  “four  only”  were  members  of  the  Society. 

There  are  within  the  limits  of  this  Meeting  two  schools  taught  by  members 
of  our  Religious  Society.  One  of  these  is' situated  in  the  town  of  Salem  and 
composed  of  about  thirty-five  scholars,  six  of  whom  are  the  children  of  Friends, 
the  other  situate  in  Mannington  has  had  during  the  past  year  the  average 
number  of  twenty-five  scholars,  of  whom  four  only  are  Friends’  children. 
The  former  is  a  private  establishment  conducted  by  two  young  women.  The 
latter  is  under  the  direction  of  Trustees  who  are  members  of  but  not  appointed 
by  the  Monthly  Meeting.  The  house  and  property  is  also  held  by  members 
of  society.  These  two  schools  are  so  located  as  to  be  within  the  reach  of  most 
of  our  members,  yet  there  are  a  few  families  so  remote  that  they  derive  no 
benefit  from  them,  two  of  which  are  so  peculiarly  situated  that  no  provision 
has  yet  been  made  for  them.  We  also  report  that  after  making  a  more  par¬ 
ticular  enquiry  into  the  state  of  our  members  in  respect  to  the  probability  of 
carrying  into  effect  the  plan  for  a  select  school  submitted  to  the  Monthly 
Meeting  in  the  8th  month  last,  have  the  discouraging  prospect  that  from  the 
many  existing  difficulties  which  have  presented  themselves  no  way  yet  pre¬ 
sents  to  carry  the  said  plan  into  operation. 

Clayton  Wistar 

Hannah  Smart.19 

In  1833  four  schools  were  reported:  two  primary  schools,  com¬ 
posed  of  a  small  proportion  of  Friends’  children;  and  two  “family 
schools”  of  “recent  origin.”  These  were  so  located  as  to  accom¬ 
modate  most  of  the  members,  but  some  had  to  attend  “mixed” 


lsIbid.,  3 1 /VIII/ 1 83 1. 


19Ibid.,  1/II/1832. 


124 


Quaker  Education  in  New  Jersey 


neighborhood  schools,  or  send  their  children  away  to  Friends’ 
Boarding  Schools.  A  year  later,  “two  mixed  schools”  and  three 
“family  schools”  all  taught  by  members  were  reported.  In  1837 
the  school  committee  reported: 

.  .  .  that  there  are  three  schools  within  our  limits  composed  of  Friends' 
children  and  others  promiscuously,  and  taught  by  members  of  our  Society. 
One  of  these  schools  is  superintended  by  a  committee  of  Friends,  but  they 
are  not  any  of  them  under  the  care  of  the  Preparative  or  Monthly  Meeting. 
It  also  appears  that  there  are  forty-one  children  within  our  limits  of  suitable 
age  to  go  to  school,  all  of  whom  have  partaken  within  the  past  year  of  the 
benefits  of  literary  instruction.  And  we  may  further  remark  that  altho  we 
hope  the  guarded  religious  education  of  our  youth  is  a  subject  of  increasing 
interest  with  a  number  of  our  members,  yet  we  trust  it  will  be  readily  admitted 
that  a  more  general  as  well  as  faithful  discharge  of  fireside  instruction  would 
prove  beneficial  to  the  children  and  comforting  to  parents  and  caretakers.20 

In  the  same  year  (1837)  the  committee  reported: 

that  it  would  be  a  proper  step  for  the  Meeting  to  take  for  reasons  assigned  in  a 
statement  which  they  have  laid  before  the  Meeting.  After  deliberation  it 
appears  the  judgment  of  this  Meeting  to  open  a  school  which  shall  be  free  for 
all  classes  of  children  without  distinction  of  color,  and  the  Trustees  of  the 
school  fund  are  requested  to  have  the  oversight  thereof  and  make  such  rules 
for  the  government  of  it  as  they  may  think  necessary.  And  are  authorized 
to  appropriate  so  much  of  the  fund  in  their  hands  as  they  may  think  proper. 
And  directed  to  furnish  this  Meeting  with  information  of  the  state  of  the  school 
in  their  Annual  Report.21 

In  1839  this  school  was  reported  as  established  “under  care  of 
Trustees  belonging  to  the  preparative  meeting,  though  not  subject 
to  its  appointment.”22  It  continued,  apparently,  for  a  few  years 
only,  due  largely  to  the  fact  that  there  were  but  a  few  Friend’s 
children  to  attend  it.  After  1855  the  only  answer  found,  to  the 
query  regarding  schools  was:  “we  have  no  school  of  that  descrip¬ 
tion.” 

Though  the  irregular  classification  of  children,  found  in  the  re¬ 
ports,  makes  concise  tabulation  impossible,  the  following  table  will 
suffice  to  show  (1)  the  rapid  decline  in  number  of  children  members, 
“fit  to  attend  school”  and  (2)  the  manner  in  which  a  great  part  of 
them  scattered  in  “mixed,”  “family,”  and  district  or  common 
schools.23 

20Ibid.t  2/I/1837.  2lIbid.,  27/IX/1837.  22Ibid.,  30/X/1839. 

23Figures  collected  from  reports  in  Minutes  of  Salem  Mo.  Mtg.  from  1840- 
1900. 


Schools  of  Salem  Quarter 


125 


Number  of  children  o 
of  suitable  age  for  ~ 
school  26 

Number  at 
Westtown 
Number  taught  in 
Family  Schools 
At  Haverford 
Select  School  at 
Philadelphia 
Common  Schools 
Not  in  School 
Number  taught  in 
Schools  by  mem¬ 
bers  10 

Number  taught  by 
Friends  in  families  2 
Number  taught  in 
mixed  schools  14 

Not  accounted  for 


TABLE 


0 

10 

0 

10 

0 

10 

0 

lO 

0 

0 

10 

10 

VC 

0 

00 

00 

On 

0 

00 

00 

00 

00 

00 

00 

00 

00 

00 

ON 

t-H 

HH 

t-H 

t-H 

t-H 

t-H 

t-H 

26 

31 

28 

28 

II 

7 

5 

5 

6 

4 

I 

10 

7 

1 1 

3 

1 

3 

1 

4 

I 

6  3 

3 


12  662  23 

1 

9  2 

5  1 

19  9  16  1 

1 


From  a  minute  of  1890  it  appears  that  negotiations  were  entered 
into  by  the  Trustees  of  Friends  School  Property  and  the  Public 
Board  of  Education,  whereby  the  latter  secured  the  location  for  a 
public  school.  The  following  extract  describes  the  manner  in 
which  this  was  accomplished: 


The  surviving  trustees  of  the  school  house  lot  on  Walnut  Street  report: 
That  the  Board  of  Education  of  the  City  of  Salem,  who  have  leased  a  portion 
of  the  lot  for  the  use  of  the  public  school  since  1850  desiring  to  erect  a  more 
commodious  building  thereon,  and  considering  it  essential  that  the  title 
should  be  vested  in  themselves,  commenced  legal  proceedings  under  an  act 
passed  in  1889  for  the  condemnation  of  property  wanted  for  public  school 
purposes,  and  for  which  a  price  could  not  be  agreed  upon  with  the  owners. 
They  made  application  to  the  court  and  have  three  commissioners  appointed 
to  assess  the  value  of  the  land  and  the  damages  arising  by  reason  of  its  being 
taken. 

Having  been  informed  that  the  Board,  or  some  members  of  it,  entertain  the 
belief  that  the  property  did  not  legally  belong  to  the  Society  of  Friends,  we 
thought  it  best  to  employ  counsel  to  defend  our  rights,  and  through  his  efforts 
and  our  own,  succeeded  in  establishing  our  title,  and  an  amicable  agreement 
was  reached  by  which  the  commissioners  were  to  award  us  1,500  dollars  as 


126 


Quaker  Education  in  New  J ersey 


the  value  of  the  land;  which  sum,  though  much  less  than  its  real  value,  we 
agreed  to  accept,  partly  in  consideration  of  the  fact  that  the  lease,  by  virtue 
of  which  they  have  held  possession  of  the  property  did  not  expire  for  nine 
years: — and  partly  because  we  considered  that  the  lot  if  acquired  by  the 
Board  of  Education  and  used  for  the  purposes  of  a  Public  School  would  be 
more  nearly  devoted  to  the  purpose  for  which  it  was  originally  purchased  by 
the  “Salem  Free  School  Society”  in  1783,  than  if  occupied  in  any  other  way. 

The  above  named  sum  has  been  paid  over  by  the  Treasurer  of  the  Board 
of  Education  to  the  trustees  who  propose  investing  it  for  the  use  of  the  Pre¬ 
parative  Meeting,  to  which  Meeting,  the  property  would  seem  to  belong,  ac¬ 
cording  to  papers  relating  to  its  history  which  are  in  our  possession. 

Signed  Richard  Wistar 

Casper  W.  Thompson 
Josiah  Wistar 

Trustees.24 

In  addition  to  efforts  to  provide  education  in  Salem,  the  Monthly 
Meeting,  from  the  first,  paid  at  the  direction  of  the  Yearly  Meeting 
a  considerable  amount  towards  the  support  of  Westtown  Boarding 
School.  An  early  record  of  this  support  is  found  in  1797,  and  is 
continuous  thereafter: 

The  Friends  appointed  to  receive  subscriptions  to  the  Boarding  School  report¬ 
ed  that  they  had  received  of  the  subscriptions,  £  54/17/9,  which  is  directed  to 
be  paid  to  the  Clerk  of  this  Meeting  to  be  forwarded  to  the  Treasurer  of  the 
Committee  appointed  by  the  Yearly  Meeting  for  that  service.  And  that 
there  is  on  the  subscription  £  21/10/  unpaid.  The  subscription  papers  is 
directed  to  be  lodged  with  the  Clerk,  to  be  kept  with  the  papers  of  this  Meeting. 
The  Clerk  is  directed  to  report  to  this  Meeting  when  completed.25 

From  an  early  date,  1696,  the  Yearly  Meeting  of  Friends  had 
directed  their  influence  against  the  trade  in  Negroes,  givingitat- 
tention  in  all  their  meetings,  and,  after  1758,  provided  for  disown- 
ment  of  those  who  persisted  in  the  practice  after  they  had  received 
admonition  to  discontinue  it.  In  this  movement  for  their  freedom 
and  education  Salem  Meeting  took  a  prominent  part.  In  1756 
they  reported  “none  imported”  but  “those  that  have  them  are 
not  all  so  careful  to  train  them  up  in  the  principles  of  the  Christian 
religion  as  they  ought. ’ ’26  To  remedy  this  lack,  about  1 7  78  religious 
meetings  were  established  at  stated  periods,  especially  for  them, 
and  a  plan  was  set  on  foot  to  raise  a  fund  to  provide  them  an 
education.27 

uIbid .,  2/VII/1890.  25 Ibid.,  25/IX/1797.  26 Ibid.,  25/X/1756. 

2~Ibid.,  29/VI/1778.  See  Chapter  Nine. 


Friends’  School  at  Salem,  New  Jersey,  now  occupied  by  an  industrial  concern 


Schools  of  Salem  Quarter 


127 


128 


Quaker  Education  in  New  Jersey 


After  the  division  of  the  Society  in  1827,  it  became  necessary  to 
duplicate  educational  efforts  and  much  energy  was  dissipated,  due 
to  the  fact  that  the  smaller  body  often  did  not  have  enough  children 
located  so  as  to  attend  one  school ;  and  for  a  period  of  a  few  years, 
one  branch  or  the  other  was  usually  without  a  permanent  fund. 
As  a  general  rule,  however,  it  was  not  long  before  the  “Separatists,” 
“Hicksites,”  or  “other  branch,”  as  they  were  called,  had  schools  on  a 
permanent  basis,  similar  to  the  original  meeting;  and,  in  some  in¬ 
stances  the  old  school  properties  and  funds  passed  into  the  hands 
of  the  new  organization,  while  the  original  exerted  itself  to  establish 
new  funds  and  acauire  new  property.  In  any  case,  similar  educa¬ 
tional  ideals  and  practices  prevailed  in  both  branches. 

In  1828,  in  answer  to  the  annual  query,  the  new  meeting  at  Salem 
replied  “None  of  the  description  queried  after,”28  but  nine  months 
later, 

Jonathan  Woodnutt,  treasurer  of  the  school  fund,  informed  this  meeting 
that  he  has  received  an  obligation  of  $300  of  the  school  fund  monies,  and  that 
there  is  $27.83  interest  due  on  it  at  this  time.29 

In  1832  seven  members  were  appointed  trustees  of  the  school 
fund30  and  continued  to  report  regularly  thereafter,  indicating  in 
their  reports  that  the  children  of  Friends,  both  rich  and  poor, 
were  provided  with  opportunities  for  schooling. 

Six  years  later,  a  special  committee  reported  on  the  building  of  a 
school  house,  which  should  accommodate  boys  and  girls: 

The  committee,  .  .  .  after  a  free  expression  of  sentiment  were  united  in  the 
opinion  that  it  would  tend  to  the  benefit  of  the  members  of  this  Monthly 
Meeting  and  also  the  surrounding  neighborhood  to  establish  a  school  within 
its  borders;  to  attain  this  object  the  committee  recommends  to  the  Monthly 
Meeting  a  propriety  in  erecting  a  brick  building  on  the  lot  belonging  to 
Friends,  across  the  street,  opposite  this  house,  of  suitable  dimensions — the 
lower,  or  basement  story  to  be  occupied  by  a  boys  school  room  and  the  upper 
story  for  the  girls,  all  of  which  the  committee  believes  is  attainable  at  the 
present  time;  which  they  submit  to  the  Meeting  for  its  consideration  and 
judgment  in  this  important  concern. 

Signed  on  behalf  of  the  committee  by  Benjamin  Griscom 

Joseph  Bassett,  Jr. 
George  M.  Ward 
Ann.  D.  C.  Thompson 
Rebecca  Nicholson 
Maria  Elk'ott.31 

28Min.  Mo.  Mtg.,  of  Salem  (H.)  30/I/1828. 

vUbid.,  29/X/1828.  i°Ibid.y  1/II/1832.  3'lbid.,  30/V/1838. 


Schools  of  Salem  Quarter 


129 


A  further  report,  three  months  later,  estimated  the  cost  at 
Si 000,  “already  subscribed’  ’  and  asked  the  appointment  of  a  building 
committee  of  three  to  have  the  work  begun  immediately,  “so  the 
school  for  boys  may  begin  this  winter.”  In  September,  Caleb 
Lippincott,  George  M.  Ward,  Jesse  Bond,  Thomas  Shourds, 
Clement  Acton,  and  Elisha  Bassett  were  named  as  a  committee 
“to  employ  teachers”  for  the  school  and  visit  it  at  stated  periods, 
at  least  once  in  every  month  and  attend  to  such  other  concerns 
as  may  be  necessary  in  relation  thereto.”  In  the  following  year, 
1839,  two  schools  were  reported,  and  in  1843, 

The  committee  appointed  to  have  the  oversight  of  the  school  under  the  direc¬ 
tion  of  this  Meeting  report  the  school  has  been  frequently  visited  by  some  of 
the  Committee  and  they  are  united  in  reporting  that  it  continues  to  be  con¬ 
ducted  in  a  manner  creditable  to  the  Society. 

The  Boys  school  has  averaged  40H  scholars  and  the  Girls  29  scholars.32 

Reports  from  1840  to  1850  show  the  average  attendance  was 
about  40,  most  of  whom  made  “satisfactory  improvement  in  the 
several  branches  of  useful  learning.”  But  in  1851,  according  to 
the  committee’s  report,  “the  school  has  only  averaged  about  25 
in  consequence  of  the  opening  of  the  Free  School  in  the  9th  month 
last.”33  In  consequence  of  the  small  number  attending,  the  usual 
rent  of  Si 2  was  not  exacted  from  the  teacher,  Noah  Leeds.  He  was, 
however,  allowed  to  pay  the  bills  for  “whitewashing  and  cleaning 
the  schoolroom,”  and  $2  for  tuition  to  Charles  P.  Smith. 

In  the  course  of  a  few  years  the  schools  (two)  of  the  meeting 
more  than  regained  their  former  size,  furnishing  education  to  one 
hundred  children  in  1857,  81%  of  whom  were  outsiders.34  By 
1865,  the  number  of  schools  reported,  increased  to  three,  having  in  a 
“male  department,”  whole  number  no,  28  Friends’  children, 
and  an  average  attendance  of  60;  and  in  a  “female  department,” 
whole  number  106,  members  22  professors  32,  other  denominations 
52,  and  an  average  attendance  of  6 7. 35  In  the  same  year  proposals 
were  discussed  for  making  an  addition  to  the  school  building  and 
in  1866  it  was  agreed  to  raise  money  for  the  school  house  by  sub- 
scription. 

The  year  1866  marks  a  turning  point  in  the  history  of  Friends’ 


32Ibid.,  2/VIII/1843. 
34 Ibid.,  25/II/1857. 


33 Ibid.,  30/IV/1851. 
35  Ibid.,  1 /II/ 1 865. 


130 


Quaker  Education  in  New  Jersey 


schools  in  New  Jersey.  Thereafter,  according  to  the  law,  section 
12  of  the  Act  of  1846  was  repealed,  which  had  permitted  church 
schools  to  receive  assistance  from  the  public  school  fund.  The 
enrollment  at  this  time  was  very  heavy,  but  it  declined  perceptibly 
when  the  law  went  into  effect.  The  following  figures  describe  the 


decline. 

TABLE 

Year  No. 

of  pupils  enrolled 

Remarks 

1850 

39 

1851 

2  5 

1857 

100 

Girls  and  boys 

1865 

216 

ll  a  ll 

1867 

249 

Male,  female  and  primary 

departments 

1869 

256 

l  l  ll  ll  ll 

1872 

126 

ll  ll  ll  ll 

1873 

96 

1874 

73 

1875 

35 

“one  school” 

1876 

47 

two  schools 

1877 

5i 

one  school,  19  members  attend¬ 
ing 

1880 

42 

one  school 

1881 

53 

two  schools 

1886 

65 

one  school  with  four  teachers 

1892 

72 

LL  LL  LL  LL  LL 

1900 

47 

one  school;  three  teachers;  two 
pupils  members,  and  13  had 

one  parent  a  member. 

In  1866  Salem  Meeting  responded  to  a  request  from  Woodbury 
Monthly  Meeting  that  they  send  a  committee  to  Camden,  on  the 
tenth  of  December,  “to  consult  and  decide  upon  what  measures 
shall  be  taken  to  reestablish  Friends  in  their  just  rights  of  the 
public  school  fund,  which  an  act  of  the  last  legislature  deprived  them 
of  .  .  .”36  This  passed,  without  appreciable  effect,  and  in  1872  the 
Friends  trustees  were  petitioned  by  the  district  to  lease  their  proper¬ 
ty  for  a  public  school.  The  Friends’  school  at  that  time  had  an  en- 


33  Ibid.,  31/X/1866;  see  also  Chapter  Thirteen. 


Schools  of  Salem  Quarter 


r3 1 

rollment  of  126  and  “way  did  not  open  for  leasing  the  house  and 
grounds  for  a  public  school  and  the  applicants  were  so  notified.”37 

In  1873  proposals  were  made  for  grading  the  school,  and  this  was 
accomplished,  judging  by  the  report  in  February  1874.  Two  years 
later  a  new  set  of  rules  were  drawn  up  for  controlling  the  school, 
and  it  continued  under  these  until  it  was  discontinued,  under 
Friends  supervision,  in  1905.  In  that  year, 

Rebecca  T.  Wistar,  on  behalf  of  the  Friends  appointed  to  visit  Margaret 
Ross  on  account  of  her  application  at  last  meeting,  reports  they  offered  her 
the  use  of  the  school  house  for  the  ensuing  year,  free  of  any  charge  for  rent, 
but  she  must  pay  the  city  for  water  tax,  and  repair  all  damage  to  the  property 
caused  by  her  occupancy,  reasonable  wear  and  tear  excepted,  and  she  is  at 
liberty  to  conduct  it  as  a  private  school,  which  offer  she  agrees  to  accept. 
The  Meeting  accepts  the  report  and  the  committee  is  released.38 

Thus,  the  school  continued  as  a  private  institution  until  recent¬ 
ly  when  the  building  was  occupied  by  an  industrial  concern.39 

Greenwich  Monthly  Meeting 

Greenwich  Monthly  Meeting  was  so  established  about  1770, 
consisting  of  two  preparative  meetings,  Alloway’s  Creek  and  Green¬ 
wich;  later  Maurice  River  and  Cape  May  were  added.  From 
1694  it  had  existed  as  a  preparative  meeting  under  Salem  Monthly.40 

Upon  being  created  a  Monthly  Meeting  it  became  necessary 
for  the  new  organization  to  give  official  attention  to  educational 
affairs.  But  though  reports  were  regular,  we  find  that  no  great 
progress  was  made.  In  1790,  “agreeable  to  the  advices  of  the 
Yearly  Meeting”  a  committee  was  appointed  to  consider  education 
and  report  what  “may  appear  most  expedient  for  the  occasion.”41 
Apparently  the  only  conclusion  arrived  at  was  “to  offer  the  pro¬ 
posals  to  the  next  preparative  meeting,  and  lend  them  assistance 
as  they  may  be  enabled  to  do.”42  For  the  next  thirty  years  there 
appear  numerous  items  regarding  small  amounts  raised  and  ex¬ 
pended  for  the  poor;  and,  in  1793,  “one  dozen  of  Penn’s  Reflections 
and  Maxims ,  designed  for  the  use  in  schools,”  were  received  and 
“directed  to  be  divided  in  the  usual  proportion.” 

zlIbid. ,  26/VI/1872.  S8Ibid.,  31/V/1905.  39See  page  127. 

40Bunting:  List  of  Records,  91;  Michener:  Retrospect  of  Early  Quakerism, 
45-6. 

41Min.  Greenwich  Mo.  Mtg.,  30/VI/1790. 


i2Ibid. ,  2/II/ 1 79 1 . 


132 


Quaker  Education  in  New  Jersey 


In  1821  the  meeting’s  fund  for  educating  the  poor  was  augmented 
by  the  following  provision  in  legacy: 

Fifthly,  I  give  and  bequeath  to  John  G.  Mason  and  Joseph  Thompson, 
aforesaid,  one  tenth  of  my  estate  (notwithstanding  the  said  one-tenth  which  I 
give  them  in  trust)  shall  be  paid  over  to  the  Treasurer  of  Greenwich  Monthly 
Meeting  for  to  be  applied  either  to  charitable  purposes,  or  more  particularly 
the  interest  thereof  to  the  schooling  of  poor  children.  The  Monthly  Meeting 
of  Greenwich  of  which  Joseph  Thompson  is  a  member  is  desired  to  receive 
said  donation  and  apply  it,  or  the  interest  thereof,  as  they  may  think  will  be 
most  conducive  to  the  welfare  of  the  poor  in  the  neighborhood  of  Greenwich 
or  Alloways  Creek.  The  above  legacy  which  is  one  hundred  and  nineteen 
dollars  and  46  cents,  was  paid  .  .  .  to  .  .  .  Treasurer  "subject  to  the  direction 
of  this  Meeting.”43 

The  regularly  recurring  answers  to  the  fifth  query,  of  which  the 
following  is  typical,  indicate  that  a  constant  care  for  the  poor  and 
their  education  was  maintained : 

Poor  Friends’  necessities  are  inspected  and  relief  afforded  them,  and  when 
there  are  children  of  that  description  they  freely  partake  of  learning.  No 
Friends’  children  placed  from  among  Friends  since  last  year.44 

In  1828,  regarding  schools,  it  is  reported,  “We  have  one  of  the 
description  .  .  but  in  February  1831  it  was  “at  present  vacant.’’ 
Later  in  the  year  (December)  the  committee  reported: 

We  have  one  school  under  the  care  of  the  Preparative  Meeting  taught  by 
a  member,  another  taught  by  two  females,  members  of  society,  though  not 
under  care  of  the  Meeting.  Neither  of  which  are  select.  The  average  num¬ 
ber  of  scholars  in  each  about  twenty-five,  five  of  the  pupils  attending  the 
former  and  four  the  latter  are  children  of  Friends. 

Benjamin  Sheppard 
John  E.  Sheppard 
Mary  Sheppard 
Ann  H.  Bacon.45 

A  similar  report  was  produced  in  1835: 

The  committee  appointed  on  the  subject  of  Education  produced  a  written 
report,  as  follows: 

That  the  number  of  children  of  a  suitable  age  to  go  to  school  remains  about 
the  same  as  mentioned  in  the  report  of  last  year,  and  likewise  the  state  of  our 
schools.  We  have  one  family  school  amongst  us  taught  by  a  member,  and  a 
school  under  the  care  of  a  committee  appointed  by  the  Preparative  Meeting 
has  been  kept  about  half  the  past  year — also  kept  by  a  member,  though  not 
select,  the  average  number  of  pupils  about  twenty-five,  of  which  number  from 


43Ibid.,  28/III/1821. 

44Min.  Greenwich  Mo.  Mtg.,  (O.)  29/I/1829. 


4Hbid.,  29/XII/1831. 


Schools  of  Salem  Quarter 


x33 


five  to  eight  only  are  members.  There  are  also  four  of  our  members  at  the 
several  boarding  schools. 

Although  we  believe  there  is  an  increased  care  felt  by  our  members  to  give 
their  children  what  may  be  termed  a  suitable  literary  education,  yet  if  a  greater 
concern  was  felt  to  instruct  them,  not  only  in  the  principles  of  the  Christian 
religion,  and  the  precious  testimonies  given  us  to  bear  as  a  religious  society, 
but  to  endeavor,  through  watchfulness  of  their  own  conduct,  to  evince  to  them, 
that  their  chiefest  concern  was  to  lay  up  Heavenly  treasure,  we  think  a  great 
advantage  would  arise. 

Joseph  Miller 
Grace  Lippincott.46 


In  a  later  report  of  the  same  year  it  is  brought  out  that  though 
only  four  or  five  of  the  25  attending  are  members,  there  are  some 
families  “so  located  as  to  be  out  of  reach  of  the  school.”  This 
probably  explains,  in  part  at  least,  the  irregular  existence  of  the 
school  throughout  the  19th  century.  In  1850  “there  is  one  school 
under  the  care  of  a  teacher  in  membership;”  in  1856,  “we  have  no 
school  of  that  description;”  i860,  “we  have  none  of  the  description 
queried  after;”  1870,  “there  is  no  school  of  the  description;” 
1875,  “there  is  one  school  of  the  description  queried  after;”  1881, 
“no  school  of  the  description;”  1885,  “there  is  one  school  of  the 
description  queried  after;”  1890,  no  school  of  that  kind;  and  simi¬ 
larly  in  1 893. 47 

The  following  table  gives  the  essential  facts  concerning  the 
number  of  children  of  school  age,  in  Greenwich  Monthly  Meeting 
and  the  widely  variant  schools  they  attended.48 


Children  of  age  to  attend 
school 

At  a  Prep.,  Mo.  or  Yr. 

Meeting  School 
Instructed  at  home 
At  schools  not  taught  by 
members 
Family  Schools 


TABLE 


rO 

VO 

O 

to 

0 

10 

to 

O 

<0 

ID 

10 

to 

VO 

vO 

r>. 

00 

00 

Ov 

Ov 

00 

00 

00 

00 

00 

00 

00 

00 

00 

00 

00 

hH 

1-1 

1—4 

HH 

1-4 

7 

14 

14 

12 

7 

9 

1 3 

14 

I  I 

M 

0 

7 

1  9  1 

4  549  349  2 


4  8  549  249 


5 

1 


2 

2  1 


46 Ibid .,  29/I/1835.  47From  answers  given  to  the  annual  queries. 

48Gathered  from  reports  in  the  minutes  of  the  Mo.  Mtg.  for  the  dates 
mentioned. 

49At  home  or  in  family  schools. 


134 


Quaker  Education  in  New  Jersey 


Neighborhood  School  i 

Westtown  Boarding  School  222336432 

Haverford  1  1 

Select  School — Phila.  1  1 

Boarding  School  taught  by 

a  member  1 

Public  School  1  2  1  2  1 

Germantown  Friends  School  1 

Situation  Unknown  3 

Not  in  School  2  2 

Cornell  University  1 

Following  the  separation  of  1827,  the  existence  of  standard  es¬ 
tablished  schools  conducted  by  the  new  organization  at  Greenwich 
seems  to  have  been  quite  as  precarious  as  that  we  have  just  re¬ 
viewed.  In  1828  a  school  was  reported,  under  the  care  of  Green¬ 
wich  Preparative  Meeting;  in  1829,  none;  1835,  no  schools;  1840, 
“one  school  of  that  description;”  1848,  “two  of  the  description 
queried  after;”  1856,  one  of  the  description  queried  after,  the 
children  of  which  attend  mid-week  meetings;  1862,  one  school; 
in  1866  the  school  at  Alloway’s  Creek  is  mentioned;  but  after  1868 
no  schools  are  reported.50 

Though  there  is  not  much  evidence  on  the  subject,  it  appears 
from  certain  entries  in  the  women’s  minutes  that  they  took  part 
in  the  management  of  schools,  as  is  often  found  in  other  localities : 


This  meeting  is  united  in  appointing  Sarah  S.  Bacon  to  take  the  place  of 
Elizabeth  Reeve  in  visiting  the  school. 

Also  in  the  appointment  of  Mary  M.  Sheppard  and  Margaret  Miller  to 
that  service.51 


Alloway’s  Creek  Preparative  Meeting  became,  with  Greenwich 
Preparative,  a  part  of  Greenwich  Monthly  Meeting  in  1770. 

As  early  as  1761,  Joshua  Thompson,  a  member  of  the  Society, 
advertised  “on  behalf  of  myself  and  neighbors”  for 

a  schoolmaster  .  .  .  wanted  in  the  township  of  Elsinborough,  in  Salem  County, 
and  Western  Division  of  New  Jersey;  one  that  can  come  well  recommended, 
may  meet  with  good  encouragement,  by  the  inhabitants  of  said  township  .  .  ,52 

In  1784  we  find  reference  to  a  legacy  left  to  the  Meeting  by  Wil- 

50See  Min.  Mo.  Mtg.  of  Greenwich  (H.),  1828-1868. 

51Min.  of  Greenwich  Prep.  Mtg.  of  Women  Friends  (II.),  22/VI/1836. 
wlPa.  Gazette,  No.  1721,  December  17,  1761. 


Schools  of  Salem  Quarter 


i35 


liam  Booth,  to  be  kept  out  at  interest  for  the  use  of  the  poor,  and  a 
part  of  this  probably  was  used  to  provide  them  an  education.53 
So  far  as  can  be  learned  from  minutes  of  the  meeting,  however, 
there  does  not  seem  to  have  been  much  done  towards  establishing  a 
standard  school,  until  1845,  when, 

Rachel  Hancock,  Mary  Bradway,  Sarah  F.  Powell,  and  Rebecca  Bradway 
(were)  appointed  to  join  men  Friends  as  Trustees  to  a  school  now  about- 
being  established  under  the  care  of  Friends,  to  visit  said  school  monthly  and 
report  yearly  to  this  Meeting.54 

The  school  was  reported  to  be  under  “competent  female  teach¬ 
ers.”  Some  attempt  was  made,  at  the  same  time,  to  establish  a 
library  and  in  July,  the  Committee  on  Education  and  Libraries 
reported  they  had  collected  a  few  books  and  the  library  was  ready 
for  their  reception.  Rebecca  C.  Bradway  was  appointed  librarian 
for  the  month.55  A  list  of  the  books  in  i860  shows  that  the  little 
library  contained  over  125  volumes — some  duplicates — most  of  them, 
dealing  with  Friends  and  their  history,  but  others  such  as  Farmers 
Instruction,  Young  Chemist,  Parley's  Columbus,  Life  in  the  Insect 
World ,  and  Ocean  Work,  indicate  a  realistic  trend.56 

The  school  appears  to  have  grown  rapidly,  and  provided  an  edu¬ 
cation  mostly  for  those  who  were  not  members.  In  1866  they 
reported : 

One  school  of  the  description  queried  after  under  the  care  of  Alloway’s  Creek 
Preparative  Meeting,  83  children  attended  last  year;  2  of  which  are  members, 
and  8  professors  with  Friends.57 

After  1869  the  school  was  permanently  discontinued,  having 
been  in  operation  under  the  care  of  a  committee  since  1845.  In 
that  year  we  find  the  following  minute,  which  gives  the  immediate 
cause  for  its  discontinuance: 

The  committee  appointed  22/V/1845  to  have  the  care  of  the  Preparative 
Meeting  school  house  report  that  in  consequence  of  a  law  passed  by  the  Legis¬ 
lature  of  the  state  depriving  them  of  any  share  of  the  Public  school  fund 
they  have  been  obliged  to  discontinue  said  school,  and  there  being  no  prospect 
of  the  house  being  wanted  in  the  future  for  school  purposes,  they  propose  to 
the  Meeting  that  it  be  sold  and  removed  from  the  premises.58 

53Min.  Alloway’s  Creek  Prep.  Mtg.,  22/IV/1784. 

54Min.  Alloway’s  Creek  Prep.  Mtg.  of  Women  Friends  (H.),  22/V/1845. 

55 Ibid .,  24/VII/1845. 

56Jbid.,  27/XII/1860:  see  also  Chapter  Eleven. 

57Min.  Greenwich  Mo.  Mtg.  of  Friends,  1/III/1866. 

58Min.  Alloway’s  Creek  Prep.  Mtg.,  Women  Friends,  (H.),  1 8/11/ 1 869^ 


136  Quaker  Education  in  New  Jersey 

Maurice  River  Monthly  Meeting 

Maurice  River,  established  as  a  Monthly  Meeting  in  1804,  was 
discontinued  after  1855,  and  its  lower  meetings,  Maurice  River  and 
Cape  May  preparatives,  were  attached  to  Greenwich,  already 
discussed .  Though  admitted  so  late  to  the  official  position  of  a 
monthly  meeting,  there  was  a  considerable  settlement  at  Maurice 
River  in  the  early  18th  century — so  considerable  at  least  as  to 
necessitate  the  appointment  of  a  constable  by  the  Quarter  Sessions 
Court  at  Salem,  in  17 20. 59 

A  thorough  examination  of  the  source  of  material,  relating  to  the 
Meeting,  fails  to  reveal  any  evidence  of  a  school  under  the  care  of 
Friends  before  its  establishment  as  a  monthly  meeting;  and 
throughout  the  next  5 1  years,  at  the  end  of  which  it  was  discontinued, 
it  appears  dependence  was  placed  upon  schools  in  the  neighborhood 
supported  and  attended  by  other  denominations.  Aside  from  this 
failure  to  establish  exclusive  schools,  the  meeting  pursued  a  course 
very  similar  to  others. 

In  1807,  it  made  record: 

Care  is  taken  concerning  the  poor;  their  children  partake  of  learning  and 
none  are  placed  from  among  Friends.60 

At  the  same  Meeting,  replying  to  the  3rd  annual  query,  they  say 
there  are: 

.  .  .  two  schools  taught  by  Friends  but  not  particularly  under  the  care  of 
this  Meeting.61 

The  report  of  1810  confirms  the  above  statement.  In  1811  they 
inform  that: 

Friends  generally  endeavor  to  bring  up  those  under  their  direction  in  plain¬ 
ness,  and  to  encourage  the  reading  of  the  Scriptures  and  to  restrain  them  from 
reading  pernicious  books  and  corrupt  conversation.62 

From  a  report  of  1812  it  may  be  inferred  that  the  responsibility 
for  schooling  children  was  individual,  as  “there  are  none  amongst 
us  but  appear  able  to  .  .  .  school  their  own  children.’’63  From  this 
date  to  1823  there  is  no  indication  that  a  school  was  established ; 
and  the  Women’s  minutes,  which  cover  the  period  to  1854,  fail  to 
reveal  the  existence  of  any.  It  seems  clear,  however,  that  in  the 

59Elmer:  Hist.  Cumberland  County ,  73. 

60Min.  Maurice  River  Mo.  Mtg.,  30/I/1807. 

‘61Ibid.  G2Ibid.,  4/I/1811.  6*Ibid.,  31/I/1812. 


Schools  of  Salem  Quarter 


1 37 


•case  of  poor  families,  the  meeting  gave  attention  to  the  school 
learning  of  the  children.64 

Though  no  records  are  to  be  found  of  an  exclusive  meeting  school 
there  is  evidence  that  some  interest  was  taken  in  education  and 
that  they  cooperated  with  the  educational  Committee  of  the 
Yearly  Meeting.  The  following  notice  of  the  appointment  of  a 
committee  by  the  women’s  branch  is  representative: 

A  minute  from  the  Yearly  Meeting’s  committee  on  the  subject  of  education 
(concerning  a  meeting  to  be  held  13 /XII/ 1844)  was  received  and  read  request¬ 
ing  some  information  respecting  schools  and  education  among  us.  Elizabeth 
Jones,  Prudence  Murphy  and  Rebecca  Sharp  are  appointed  to  take  the  sub¬ 
ject  into  consideration  and  obtain  such  information  as  is  desired.65 

So  far  as  evidence  from  records  available  is  concerned,  there 
was  likewise  no  school  established  under  the  care  of  Friends’ 
meeting  at  Cape  May. 

Woodbury  Monthly  Meeting 

The  first  meeting  at  Woodbury  was  held  at  the  home  of  John 
Wood  in  1696,  but  removed  soon  after  to  a  newly  built  meeting 
house.  Woodbury  was  established  as  a  separate  monthly  meeting 
in  1785,  being  made  up  of  Woodbury  and  Upper  Greenwich  pre¬ 
parative  meetings.66 

Shortly  after  being  created  a  monthly  meeting,  Woodbury, 
acting  under  the  influence  of  the  recommendations  of  the  Yearly 
Meeting  of  Philadelphia,  began  to  plan  the  establishment  of  a 
permanent  school  fund:67 

64Min.  Maurice  River  Mo.  Mtg.,  Women  Friends,  (H.),  31/I/1835. 

65 Ibid.,  3/II/1844. 

66B unting:  List  of  Records,  94;  Michener:  Retrospect  of  Early  Quakerism, 
46-7.  . 

67Some  progress  towards  permanency  of  school  foundations  had  been  made 
earlier  in  1770  when  James  Cooper  made  a  Declaration  of  Trust  to  Woodbury 
Preparative  Meeting:  “That  is  to  say  for  the  benefit,  use  and  behoof  of  the 
poor  people  of  the  said  Quakers  .  .  .  for  a  place  to  erect  and  maintain  a  meet¬ 
ing  house  and  school  house  for  the  use  and  service  of  the  said  people.”  Dept¬ 
ford  Free  School  on  Delaware  Street  was  built  in  1774,  being  established  and 
forever  to  be  controlled  “by  the  Society  of  Friends.”  Those  of  other  persua¬ 
sions  were  admitted,  however,  on  agreement  to  pay  and  submit  to  the  rules 
of  the  school.  Jeremiah  Paul  seems  to  have  been  the  first  teacher.  The 
“Cooper  School  Fund”  is  mentioned  in  1873  as  consisting  of  $2300  and  17 
shares  of  turnpike  stock;  likewise  plans  for  the  Woodbury  Free  School  had 
been  drawn  up  in  1773.  Parchment  containing  these  regulations  is  in  Glou¬ 
cester  Historical  Society’s  Library  at  Woodbury,  N.  J. 


Quaker  Education  in  New  Jersey 


138 

The  following  extract  is  from  the  first  page  of  the  Minutes  and 
Proceedings  relatingo  the  School  Fund: 


s  /  /  - 


.'t 


A/ 

E  EC  y 

*  f  '  ■?  r 


V'// 


rr 


/*<  l-t  r  m  --i  ■ 

~A 


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Plan  for  raising  School  Fund  at  Woodbury 


The  Yearly  Meeting  having  for  many  years  past  frequently  recommended 
to  ye  Quarterly  and  Monthly  Meetings  the  establishing  of  permanent  Funds 
for  the  support  of  schools, — the  schooling  of  the  children  of  poor  Friends, 
children  of  Blacks,  etc.,  and  in  the  year  1789  renewed  this  advice  in  a  very 


Schools  of  Salem  Quarter 


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Rules  ti  govern  Trustees  of  Woodbury  School  Fund 


340 


Quaker  Education  in  New  Jersey 


pressing  manner  which  induced  this  Quarterly  Meeting  to  appoint  a  committee 
to  consider  ye  subject,  who  in  ye  5th  month,  1790  reported  a  plan  to  fulfill 
in  part  ye  desire  of  ye  Yearly  Meeting,  which  being  approved  was  recom¬ 
mended  to  the  Monthly  Meetings  to  carry  into  execution.68 

The  fund  is  still  in  existence  and,  according  to  present  members, 
is  used  for  educational  purposes  in  the  two  preparative  meetings. 

Several  interesting  items,  concerning  the  schools  at  Woodbury, 
may  be  gathered  from  the  Diary  of  Samuel  Mickle,  an  illustrious 
citizen  of  the  place.69  A  few  years  after  the  establishment  of  the 
school  fund  he  informs  that  in  1799  “the  two  schools  in  Woodbury 
have  subscribed  $40  each  (to  the  fire  company)  besides  fire  buckets 
.  .  .”  and  that  there  is  “surveyed  an  additional  piece  of  ground  to 
enlarge  our  school  yard  .  .  .”70  In  1802,  henotes:  “School  visita¬ 
tion.  Upwards  of  50  scholars  of  whom  42  are  writers;”  six  years 
later,  there  were  “60  scholars  of  whom  49  are  writers;”  in  1813, 
“Visited  Deptford  Free  School  52  scholars  of  whom  45  are  writers 
viz.  40  boys  and  5  girls;”  in  1816,  he  reports,  “went  to  Females’ 
School;  51  girls  of  whom  about  1  doz.  writers”  and  “at  1st  day  Boys 
School  40  attended,  47  absent;”  1819  he  records,  “Deptford  school 
not  visited  today  by  one  trustee!”,  by  which  it  appears  school  re¬ 
sponsibilities  did  not  lie  heavily  on  the  shoulders  of  seme.71 
Throughout  the  Diary  are  found  items  indicating  that  friends  and 
relatives  came  to  his  home  to  board  while  attending  school  in 
Woodbury. 

Samuel  Mickle  was  also  active  in  the  Woodbury  Library  Com¬ 
pany,  established  in  1794  and  the  First  Day  School  Association 
which  he  notes  was  established  March  3,  18 16. 72 

The  School  Fund  Plan  entered  upon  1790-91,  was  remarkably 
successful;  by  1811,  it  had  risen  to  almost  $1900  and  in  1815 
passed  $2000. 73  In  1840  the  income  from  it  was  larger  than  nec¬ 
essary  for  the  ordinary  school  charges,  partly  due  to  support  derived 

68Min.  and  Proceedings  of  Woodbury  Mo.  Mtg.  School  Fund,  1790.  At 
present  in  care  of  Warner  Underwood,  Woodbury,  New  Jersey. 

69See  Stewart,  Frank  H.,  Notes  on  Old  Gloucester  County ,  1 55ff-  Diary 
covers  period  from  1792  to  1829.  Samuel  Mickle  was  an  industrious  member 
of  the  Friends  Meeting,  Woodbury  Fire  Company,  Abolition  Societry,  Glou¬ 
cester  County  Bible  Society,  the  Library  Company,  and  concerned  in  the 
Deptford  Free  School. 

70Stewart:  Notes  on  Old  Gloucester ,  164  and  178. 

nIbid.,  pp.  174,  185,  194,  203,- and  210.  72 Ibid .,  202. 

73Min.  Woodbury  Mo.  Mtg.,  24/XII/1811,  and  7/XII/1815. 


Woodbury  Friends’  School 


Schools  of  Salem  Quarter 


141 


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Facsimile  op'  a  page  from  the  Woodbl^ry  School  Accounts 


Schools  of  Salem  Quarter 


i43 


from  public  school  money,  and  it  was  accordingly  resolved  to  dispose 
of  a  part  of  it  as  set  forth  in  the  following  minute: 


Hicksite  Friends’  School  at  Woodbury,  New  Jersey 

Whereas  the  constitution  of  the  school  fund  belonging  to  Woodbury  Monthly 
Meeting  directs  that  the  interest  ensuing  from  said  furd  be  strictly  applied 
to  the  education  of  poor  children,  unless  otherwise  directed  by  the  Monthly 
Meeting;  and  whereas  the  manner  in  which  the  public  school  fund  is  appropri¬ 
ated,  and  several  other  causes,  it  does  not  appear  necessary  to  use  all  the 
interest  as  was  contemplated  by  the  donors;  a  proposition  was  made  at  last 
meeting  to  apply  so  much  of  the  interest  or  rent  of  said  fund  for  the  purpose 
of  building  a  comfortable  school  room  for  the  education  of  female  children  on 
the  lot  belonging  to  Woodbury  Preparative  Meeting  .  .  .  referred  for  further 
consideration;  and  the  subject  now  claiming  the  consideration  it  was  agreed 
that  Friends  of  Woodbury  Preparative  Meeting  be  at  liberty  to  make  use  of 
so  much  of  their  proportion  of  said  fund  as  shall  be  necessary  to  accomplish 
said  purpose.74 

In  1855  a  minute  from  the  monthly  meeting  raised  the  question 
of  dividing  the  School  Fund  income  between  the  preparative 


™Ibid.,  (H.),  30/III/1840. 


144 


Quaker  Education  in  New  Jersey 


meetings  of  Woodbury  and  Upper  Greenwich  (Mickleton).  Upon 
examination  it  was  pointed  out  that  when  the  fund  was  established 
by  the  monthly  meeting  in  1790-91,  Woodbury  Preparative  had 
subscribed  £  271  and  Upper  Greenwich  £  38;  since  then  the  pro¬ 
portionate  share  had  been  applied  to  schooling  the  children  of  those 
meetings.  It  being  proposed  that  both  share  equally,  permission 
was  asked  of  Woodbury  that  it  might  be  accomplished.  To  this 
Woodbury  assented  and  the  expenditures  thereafter  made  accord¬ 
ingly.75 

After  1887,  when  the  “female  school  on  Delaware  Street”  was 
rented  to  the  district  trustees, the  meeting  pursued  the  policy  of 
paying  for  the  education  of  Friends  children,  and  applying  the 
remainder  to  the  preparative  meeting  fund.  The  decision  is  re¬ 
corded  as  follows : 

as  it  appears  that  the  funds  received  for  school  purposes  are  accumulating, 
it  is  the  united  judgment  of  this  Meeting  that  the  school  expenses  of  the  chil¬ 
dren  of  our  members  should  be  paid  from  the  funds,  and  the  balance,  if  any, 
should  be  set  over  to  the  Preparative  Meeting  fund,  to  an  amount  not  exceed¬ 
ing  45%  of  the  whole  income  for  any  one  year.76 

The  school  continued  especially  strong  in  point  of  numbers, 
(though  not  many  were  members  of  the  Society)  till  the  last  quar¬ 
ter  of  the  19th  century.  In  1867  the  whole  number  attending  was 
65,  of  whom  three  were  members  and  nine  had  one  parent  a  mem¬ 
ber.  The  teacher  was  not  a  member  but  usually  attended  the  mid¬ 
week  meetings  with  part  of  the  pupils.  “Good  order”  was  main¬ 
tained,  “and  the  lessons  recited  with  animation  and  interest.”77 
Ten  years  later,  however,  the  success  seems  to  have  been  somewhat 
more  in  doubt,  and  it  was  agreed  that  the  “  .  .  .  trustees  should  not 
be  authorized  to  guarantee  the  teacher  any  fixed  salary  as  hereto¬ 
fore  ...”  Some  laxity,  too  had  apparently  crept  into  attendance 
upon  religious  meetings  and  it  was  now  stipulated  specifically 
“  .  .  .  with  the  understanding  that  all  the  children  accompany 
their  teacher  to  our  mid-week  meetings.”78 

In  harmony  with  the  usual  practice  in  the  early  schools  of  Friends, 
girls  were  admitted,  and  women  were  employed  as  teachers.  In 
his  Diary ,  Samuel  Mickle  writes:  “Elizabeth  Cowperthwaite 

75Min.  Woodbury  Prep.  Mtg.,  (H.),  21/II/1856.  16Ibid.,  20/IX/1888. 

77 Ibid .,  21/II/1867;  also  23/VI/1859.  'HIbid.,  23/V/1878. 


Schools  of  Salem  Quarter 


145 


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Woodbury’s  Rules  for  Committee  and  Teacher 


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Quaker  Education  in  New  Jersey 


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RULES  FOR  WOODBURY  FRIENDS’  FEMALE  SCHOOL 


Schools  of  Salem  Quarter 


147 


finished  school  keeping  in  Woodbury  yesterday,”79  and  in  1813, 
”5  girls”  are  named  as  “writers”  in  the  Deptford  Free  School.80 

In  1830, 

The  subject  respecting  the  appointment  of  trustees  for  the  Female  School 
was  revived  and  the  former  committee  reappointed,  Josiah  Stokes,  Seth  Mat- 
lock,  James  Davis  and  William  Cooper.81 

A  report  of  1858  gives  the  status  of  the  school  as  follows: 

The  school  has  been  open  forty-four  weeks  during  the  year. 

Whole  number  of  pupils  attending  school,  Seventy,  of  which  sixteen  are 
members  of  Friends  Meeting. 

Amount  of  public  money  received  by  the  Treasurer  for  tuition — Si 00. 

Amount  of  Monthly  Meeting  fund  expended  $34.62. 

Average  price  of  tuition  per  quarter  about  S3. 20. 

There  has  been  expended  for  repairs  and  improvements  on  the  school  house 
and  lot,  the  sum  of  $66. 85. 

Samuel  Ogden 
Samuel  Lippincott 
on  behalf  of  trustees.82 

Special  mention  is  made  of  the  fact  that  in  1861, 

at  the  close  of  the  session  (of  44  weeks)  the  scholars  passed  through  an  ex¬ 
amination  of  their  principal  studies,  which  was  creditable  to  both  teacher  and 
pupils,  evincing  it  was  not  a  labored  display  for  the  day  only,  but  that  there 
had  been  considerable  effort  that  they  should  be,  and  were  understood.83 

In  1873  the  school  was  made  free  for  all  children  of  the  members, 
while  before,  only  the  poor  had  shared  education  without  cost: 

After  deliberate  consideration  of  the  subject  it  was  the  judgment  of  this 
meeting  that  the  trustees  of  Friends  Female  School  on  Delaware  Street  be 
directed  to  permit  all  the  children  of  our  members  to  receive  their  schooling 
free,  and  to  use  so  much  of  the  school  fund,  belonging  to  this  Preparative  Meet¬ 
ing  as  may  be  necessary  for  that  purpose.84 

After  the  public  schools  developed,  the  patronage  of  the  Friends 
school  declined  rapidly.  We  noted  that  in  1858  the  attendance 
was  70.  In  1861  there  were  45,  an  average  attendance  of  26,  and 
17  members;  1864,  average  attendance  32 — members  11;  1870, 
whole  number  during  the  year  45  ;  1875,21m  attendance,  of  whom 
4  were  members;  1880,  number  in  attendance  19;  1882,  19  at¬ 
tended  of  whom  one  was  a  member ;  a  few  years  later  the  school  was 
discontinued. 

79Stewart:  Notes  on  Old  Gloucester,  184.  S0Ibid.,  194. 

81Min.  Woodbury  Prep.  Mtg.,  (H.),  21/I/1830.  *-Ibid.t  27/V/1858. 

™Ibid.,  25/VII/1861.  SiIbid.,  23/I/1873. 


148 


Quaker  Education  in  New  Jersey 


A  minute  of  1875  seems  to  indicate  that  an  effort  was  made  to 
enable  the  school  to  cope  more  successfully  with  holding  patrons : 

.  .  .  The  Meeting  was  united  in  authorizing  the  trustees  of  our  school  on 
Delaware  Street  to  make  such  changes,  and  procure  such  books  as  may  seem 
necessary  to  enable  the  teacher  to  conduct  the  school  with  more  system  and 
to  draw  on  the  treasurer  for  such  amount  as  may  be  required  for  this  purpose.85 

In  spite  of  all  efforts  the  school  continued  to  decline  and  in  1884 
we  find  that: 

The  school  for  the  present  season  is  not  under  the  care  of  the  Preparative 
Meeting,  the  teacher  not  being  in  membership  with  us,  and  the  children  do 
not  attend  our  mid-week  meeting.86 

In  1885  report  is  made  that  the  “property  is  in  good  condition 
and  there  has  been  no  school  kept  there  during  the  past  year.’’87 

In  1887  the  trustees  of  the  public  school  in  Woodbury  made  ap¬ 
plication  to  rent  the  “female  school”  property,  and  it  was  done. 
In  1889  the  committee, 

.  .  .  having  charge  of  Preparative  Meeting  Property  reports  the  property 
in  usual  condition,  with  school  house  on  Delaware  Street  rented  as  last  year 
(for  $25),  and  this  meeting  unites  in  continuing  the  same  committee  to  have 
charge  of  the  property  the  ensuing  year  .  .  ,88 

Upper  Greenwich  Monthly  Meeting 

Upper  Greenwich,  so  called  to  distinguish  it  from  Greenwich  on 
the  Cohansey,  existed  as  a  meeting  as  early  as  1740.  It  was  a 
branch  of  Haddonfield  Monthly  and  Quarterly  Meetings  until 
1785,  when  it  was  attached  to  Woodbury  Monthly  Meeting,  being 
subject  to  Salem  Quarterly.  As  a  member  of  that  Meeting,  Upper 
Greenwich  evinced  an  educational  interest  by  subscribing  £  38 
to  the  school  fund,  which  exercised  an  extensive  influence  on  educa¬ 
tion  in  the  vicinity  of  the  two  meetings  until  the  public  schools 
were  established  to  provide  education  for  all  at  state  expense.89 

Early  in  the  nineteenth  century  the  meeting  undertook  to  es¬ 
tablish  a  school  under  its  exclusive  care,  but  for  the  neighborhood .90 
Their  progress  is  described  as  follows : 

The  period  of  time  having  now  arrived  for  the  building  of  a  new  school 

™Ibid.,  23/XII/1875.  S6Ibid.,  24/IV/1884. 

87 Ibid.,  23/IV/1885.  *sIbid.,  25/IV/1889. 

89 Ms .  History  of  Upper  Greenwich  Meeting  by  Wm.  Haines — shown  the  writer 
by  William  Borden,  Mickleton,  N.  J. 

"Michener:  Retrospect ,  47. 


Schools  of  Salem  Quarter 


149 


house,  (1808)  to  supply  the  place  of  two  old  ones,  which  had  been  chiefly 
managed  by  the  society;  one  of  which  was  located  in  [Clomell  ?]  on  lands  of 
Isaac  Cooper  and  the  other  on  the  north  side  of  [?]  Creek  on  what  is  called 
the  Quaker  Road,  on  lands  of  Solomon  Lippincott.  The  subject  claiming 
the  attention  of  Friends  resulted  in  a  purchase  at  a  mere  nominal  sum,  of  a  lot 
of  ground  adjoining  the  Meeting  House  lot  of  2  a  10  p.  of  Samuel  Tonkin  and 
Samuel  Mickle,  each  the  one-half  part  thereof  by  deeds  dated  the  10th  day  of 
the  3rd  month,  1808.  And  in  the  1st  month  1809  it  was  concluded  to  proceed 
to  the  building  of  a  school  house  thereon,  size  27  by  33  feet  of  brick,  and  one  story 
high.  The  committee  on  building  was  Samuel  Tonkin,  Samuel  Mickle,  Wm. 
Allen,  Wm.  Pine,  and  George  Mickle  who  obtained  on  subscription  for  the 
purpose  the  sum  of  S3 63. 25  which  appears  to  have  been  sufficient  to  complete 
the  house.  The  bricks  were  burned  on  the  farm  of  Wm.  Pine,  (now  Edward 
Cooper’s)  and  the  house  well  furnished,  the  lower  floor  being  doubled.  A  large 
tin  plate  wood  stove  occupied  a  place  near  the  middle  of  the  house  little  smoke 
from  which  escaped  thru  a  long  pipe  to  a  chimney  in  the  southend.  This  old 
stove  held  its  place  for  about  50  years  and  was  in  good  keeping  when  it  was 
forced  (necessary  ?)  to  abandon  it.  The  new  school  house  was  reported  finished 
the  4th  of  1st  month,  1810,  and  Samuel  Paul,  Thomas  Clark,  Josiah  Stokes, 
Wm.  Beckett  and  Wm.  Haines  were  appointed  the  first  trustees  who  agreed 
with  George  Mickle  as  teacher  and  opened  a  school  on  the  8th  of  the  same  month. 
In  the  5th  month,  of  the  same  year,  there  appears  to  have  been  a  committee 
of  women  Friends  joining  the  men  in  the  selection  of  teachers,  a  regular  record 
of  teachers  has  been  kept,  with  the  time  taught  by  them  up  to  the  present 
year  1873.  viz.  167  quarters,  being  an  average  nearly  of  three  quarters  per 
year.91 

The  economic  situation  of  the  school  was  further  enhanced  by 
the  will  of  Samuel  Tonkin  in  1819,  which  amounted  to  $200. 92 
Later,  the  public  funds  were  a  valuable  assistance,  though  not  for  a 
long  period  of  time.  In  1854  we  find  an  entry  of  $155.00  “Public 
School  money  received  during  the  year”  and  “wholly  used  for 
the  purposes  of  education.”93 

Due  to  the  zealous' care  of  its  supporters,  this  little  school  had  a 
most  happy  career,  there  being  almost  no  interruption  from  1809 
to  1874.  The  records  of  the  school  committee  do  not  tell  us 
much  of  its  internal  life,  but  are  sufficient  proof  of  its  permanent 
character.  Their  meetings,  so  far  as  record  of  them  remains  were 
concerned  with  financial  statements,  selection  of  teachers,  and, 
usually,  give  a  brief  statement  of  the  school  affairs;  one  typical 
report  of  1861  is  given  herewith: 


91  Ms.  Hist,  of  Upper  Greenwich  Mtg.  92 Ibid . 

S3Upper  Greenwich  Prep.  Mtg.  Book  for  use  of  schools,  1854. 


Quaker  Education  in  New  Jersey 


150 

The  trustees  of  Upper  Greenwich  School  report  that  the  school  has  been 
open  for  most  of  the  year,  has  been  taught  by  persons  in  membership  with  us 
with  a  good  degree  of  satisfaction,  and  they  have  visited  it  during  the  winter 
season,  once  each  month,  and  given  such  advice  as  they  deemed  necessary. 
During  the  summer  term  the  school  has  been  under  the  care  of  a  committee  of 
Women  Friends  who  have  given  it  attention. 

Wm.  Haines  Edwin  Craft 

3rd  Mo.  21,  1861.  Edward  Cooper  Amos  J.  Peaslee 

Charles  Heritage.94 

A  list  (almost  complete)  of  the  teachers  in  the  school  is  preserved. 
The  first  teacher  was  George  Mickle,  who  taught  but  a  short  time, 
which  ,  indeed  was  customary.  The  greatest  exceptions,  prior  to 
1865  were  William  Mickle  who  taught  1812-16  and  again  in  1820; 
and  Benjamin  Heritage  who  taught,  almost  continuously  from  1855 
to  1865.  Most  of  the  teachers  appear  but  one  or  two  years.95 
Women  were  employed  as  teachers  from  the  first  (1810).  As  a 
general  rule  the  men  opened  the  school  in  November  and  continued 
for  five  or  six  months ;  women  opened  school  in  April  and  taught 
three  or  four  months.  The  length  of  the  school  term  reported  was 
usually  about  three  “quarters.” 

In  1874  the  school  was  reorganized  at  a  meeting  held  October  26 
in  the  school  house,  it  being  agreed  to 

maintain  a  school  on  the  mutual  plan  viz.  each  employer  to  pay  his  or  her 
equal  proportion  of  actual  expenses  and  to  carry  out  this  object  a  board  of  five 
managers  was  appointed  with  power  to  act  in  the  premises  as  best  calculated 
to  maintain  a  school  of  high  grade.96 

To  further  this  object: 

The  trustees  of  the  school  are  authorized  to  purchase  desks,  blackboards,  and 
books,  which  are  to  be  held  as  other  property  belonging  to  the  Preparative  Meet¬ 
ing,  but  they  are  allowed  to  loan  them  temporarily  to  a  new  select  school 
about  to  be  opened  in  the  neighborhood  for  the  instruction  of  Friends  children 
and  others  and  report  to  a  future  meeting.97 

The  above  experiment,  however,  had  but  a  brief  existence.  In 
1876  we  find  the  following  instructions: 

The  trustees  of  the  school  property  appointed  in  3rd  month  last  were  directed 
to  notify  the  trustees  appointed  by  the  district  that  at  the  expiration  of  the 
ensuing  school  year,  commencing  9  month  1st,  the  management  would  again 
be  resumed  by  the  Preparative  Meeting.  The  same  trustees  are  also  authoriz- 

94Ibid.  95Ibid.,  1809-1865. 

%Min.  Upper  Greenwich  School,  1874-84. 

97Min.  Upper  Greenwich  Prep.  Mtg.,  (H.),  22/X/1874. 


Schools  of  Salem  Quarter 


151 

ed  to  organize  a  select  school  during  the  coming  winter  to  be  under  the  care 
of  the  Preparative  Meeting.98 

Under  the  hands  of  the  preparative  meeting  the  school  seems  to 
have  prospered  again.  In  1880,  under  a  committee  of  men  and 
women,  it  was  reported  open  9^2  months,  “to  a  good  degree  of 
satisfaction,”  at  a  cost  of  $660.35,  a  half  of  which  was  assessed  on 
patrons,  and  the  rest  made  up  from  the  school  fund."  In  1884, 
it  was  open  eight  months,  kept  by  a  member,  “an  efficient  teacher,” 
visited  by  a  committee  and  cost  $445.56.  The  attendance  was 
small,  but  in  1889  the  report  was  somewhat  more  hopeful. 

The  school  has  been  kept  open  about  9  months  during  the  year  and  taught 
by  a  member  among  Friends  who  has  given  good  satisfaction.  The  teacher 
and  pupils  have  generally  attended  mid-week  meetings.  The  attendance  of 
the  school  has  been  somewhat  increased  since  last  report.  The  school  has 
been  visited  at  times  by  the  trustees.  The  visiting  teacher  of  Friend  Schools 
within  the  limits  of  Philadelphia  Yearly  Meeting  has  frequently  attended  the 
school  and  given  illustrated  and  other  interesting  lectures  encouraging  teacher, 
pupils  and  patrons  in  school  work.100 

In  1896  the  school  was  placed  under  the  care  of  a  committee  ap¬ 
pointed  by  the  monthly  meeting,  and,  according  to  the  following 
minute  of  that  date,  was  run  in  close  connection  with  the  Educa¬ 
tional  Committee  of  the  Yearly  Meeting. 

It  is  gratifying  that  our  school  is  one  among  the  32  reported,  under  the 
committees  appointed  by  the  Preparative  or  Monthly  Meetings,  belonging  to 
the  Yearly  Meeting.  That  we  have  children  among  us  to  attend  school  places 
us  under  obligations  to  be  ever  watchful  that  we  give  them  the  best  oppor¬ 
tunities  that  we  can  command. 

Three  members  of  the  Yearly  Meeting’s  Committee  on  Education  visited 
the  school  in  second  month  last.  They  manifested  much  interest  in  our  situa¬ 
tion  and  gave  encouragement.  One  of  our  committee  gave  an  instructive  talk 
to  the  children  on  nature  history  subjects  .  .  .101 

From  this  time  on  the  school  declined  until  in  1908  at  the  open¬ 
ing  of  school  there  were  but  10  pupils  in  attendance,  which  later 
increased  to  14.  This  was  the  last  year  it  was  kept  open.102  In 
1910  it  was  agreed  to  rent  the  school  property  to  the  District  year 
by  year,  for  $15. 103 

™Ibid.,  24/VIII/1876.  "Ibid.,  27/V/1880. 

™°Ibid.,  20/VI/1889.  101 Ibid .,  25/VI/1896. 

102Min. Upper  Greenwich  School,  27/VII/1908. 

103Min.  Upper  Greenwich  School,  6/VIII/1910;  William  Borden,  Mickleton, 
N.  J.,  informs  me  the  custom  continues  at  present. 


152  Quaker  Education  in  New  Jersey 

Pilesgrove  Monthly  Meeting 

Pilesgrove  Monthly  Meeting,  established  as  such  in  1794  when 
it  was  set  off  from  Salem,  was  composed  of  Pilesgrove,  Mullica  Hill 
and  Upper  Penn’s  Neck  preparative  meetings.104 

From  the  beginning  of  the  monthly  meeting  we  find  evidence 
that  efforts  were  made  to  establish  schools  on  a  permanent  basis. 
In  1794,  John  Barnes,  Samuel  Ogden,  Elihu  Pedrick,  Benjamin 
Moore,  and  Isaac  Eldridge  were  appointed  trustees  of  the  school 
fund  and  Jacob  Davis  the  treasurer.105  And,  on  the  same  day, 
there  was  presented  a  constitution  for  the  '  control  of  school 
money,  as  follows: 

First,  That  five  trustees  and  a  treasurer  be  annually  appointed  to  have  the 
care  and  management  of  the  said  fund,  who  are  to  be  called  and  known  by 
the  name  of  the  trustees  and  treasurer  of  the  school  fund  of  the  Monthly 
Meeting  of  Pilesgrove,  who  are  already  appointed  for  the  ensuing  year. 

Second,  Bills  and  notes  to  be  taken  for  the  money  subscribed  in  the  name 
of  the  treasurer  of  the  School  Fund  of  the  Monthly  Meeting  of  Pilesgrove  for 
the  time  being  at  6%  interest.  The  principal  not  to  be  called  for  during  the 
subscriber’s  lifetime  and  residence  in  this  Monthly  Meeting,  but  may  be  at 
any  time  paid. 

Third,  The  Treasurer  shall  provide  a  book  wherein  he  shall  enter  a  list  of 
said  bills  or  notes,  children’s  names  schooled  out  of  the  said  fund,  with  full 
and  clear  entries  of  all  moneys  received  or  expended,  etc. 

Fourth,  The  interest  arising  shall  be  strictly  applied  to  the  schooling  of 
poor  children  and  to  no  other  purpose  but  by  direction  of  the  Monthly 
Meeting,  to  be  drawn  by  an  order  from  the  trustees  or  a  majority  of  them 
who  are  enjoined  to  meet  every  three  months  or  oftener  as  they  may  find 
occasion. 

Fifth,  The  treasurer  and  trustees  shall  lay  their  accounts  and  proceedings 
before  the  Monthly  Meeting  in  the  5th  month  annually,  or  a  committee  ap¬ 
pointed  for  that  purpose  and  the  appointment  of  trustees  and  treasurer  shall 
be  in  the  6th  month  following  and  the  interest  always  paid  in  the  first  month 
yearly. 

Sixth,  The  treasurer  shall  call  in  all  sums  falling  into  the  hands  of  executors 
or  administrators,  and  such  who  remove  their  residence  to  another  Monthly 
Meeting  and  put  that  or  other  parts  of  the  principal  as  may  be  paid  in,  out 
again  in  safe  hands  by  the  advice  and  direction  of  the  trustees  or  a  majority 
of  them. 

Seventh,  No  part  of  the  principal  shall  at  any  time  be  made  use  of  except 
by  direction  of  the  Monthly  Meeting,  for  the  purpose  of  raising  an  annuity.106 

101Records  in  Meeting  House  (H.)Woodstown,  New  Jersey;  see  also  Michener; 
Retrospect  of  Early  Quakerism ,  47-8,  and  Bunting:  List  of  Records,  96-7. 

105Min.  Pilesgrove  Mo.  Mtg.,  20/XI/1794.  lwIbid. 


Schools  of  Salem  Quarter 


i53 


In  1807  they  reported  one  school  within  limits  of  Pilesgrove, 
which  was  being  taught  by  a  member  and  superintended  by  a  com¬ 
mittee.107  In  1819,  after  the  operations  of  the  year  there  was  a 
balance  of  the  fund  amounting  to  $3 4 1.3 2. 108  There  was  no  in¬ 
terruption  in  the  school  under  the  meeting’s  care  until  the  separa¬ 
tion  on  1827,  at  which  time  a  reorganization  was  necessary. 


Bacon  Academy,  Woodstown,  N.  J. 

Later  occupied  by  the  Woodstown  High  School 

After  the  separation  no  regular  school  was  kept  by  Orthodox 
Friends.  They  report  that  “Poor  Friends  necessities  are  inspected 
and  relief  afforded;  their  children  partake  of  learning  and  no 
children,  who  are  under  our  direction,  placed  from  among  Friends 
.  .  but,  at  the  same  time,  in  answer  to  the  third  annual  query, 
they  reply  “not  any”  or  “none.”109  Consequently,  those  who  “par¬ 
took  of  learning”  probably  did  so  in  a  mixed  neighborhood  school. 

The  greatest  educational  activity,  thereafter,  in  Woodstown 
was  in  the  more  numerous  Hicksite  branch  of  Friends,  but  for  a 

unIbid.,  22/I/1807.  10sIbid.,  27/V/1819. 

109Ibid.,  (O.),  30/I/1829  and  29/I/1830. 


t  54 


Quaker  Education  in  New  Jersey 


0 


_ y/.  f/tOOIl 


V 


This  Institution  is  under  the  supervision  of  a  committee  appointed  by  Pilesgrove 
Monthly  Meeting  of  Friends,  is  located  in  Woodstown,  Salem  Co.,  X.  J.  The  village 
is  pleasant,  quiet,  and  healthy,  and  in  every  respect  well  suited  to  a  school  of  the 
highest  order. 

The  Academic  year  will  be  divided  into  four  quarters  of  twelve  weeks  each, 
commencing  on  the  first  second  day  in  the  ninth  month.  Young  ladies  and  gentlemen 
may  here  receive  a  thorough  education  in  all  branches  commonly  taught  in  our 
highest  Seminaries. 

Attention  will  be  paid  to  the  moral,  social,  and  physical  education  of  the  pupils, 
and  no  student,  will  be  permitted  to  remain  in  the  school,  who  refuses  to  comply  with 
the  rules  of  morality  and  good  order,  or  whose  influence  may  be  deemed  prejudicial 
to  the  welfare  of  others. 

Pupils  are  received  at  any  time  during  the  quarter,  and  expenses  graduated 
accordingly.  No  deduction  made  for  absence,  except  in  case  of  sickness. 

A  Teachers'  Class  will  be  formed  if  desirable,  in  which  the  members  will  be 
taught  by  lectures,  and  otherwise,  the  elements  of  correct  school  discipline,  and  the 
best  mode  of  teaching  particular  branches. 

Teachers  of  experience  are  engaged,  and  nothing  will  be  left  undone  to  make 
the  School  a  good  one. 

Good  Board  can  be  procured  in  the  Village. 

S®®[ES!§ 

Besides  a  complete  system  of  English  and  Commercial  Studies,  the  coarse  of 
instruction  will  comprise,  the  Languages  and  Ornamentals  usually  taught  in  Semina¬ 
ries.  Particular  attention  paid  to  Composition  and  Declamation. 

Terms  of  Tuition. 

$2,50 — $3,00 — $3,50 — $4,00 — $5,00 — $6,00  per  quarter,  according  to  studies 
pursued. 

For  further  particulars  inquire  of 

JAMES  WOOLMAN,  'l 

WM.  CAWLEY.  j 

JOSEPH  ENGLE,  \  Trustees 

ABRAHAM  WOOLMAN, I 
JOSIAH  DAVIS,  J 


An  Announcement  of  Bacon  Academy 


Schools  of  Salem  Quarter 


155 


few  years  they,  too,  reported  no  schools  that  met  the  Yearly 
Meeting’s  standard.  In  1837,  “one  of  the  description  queried 
after’’  was  reported,110  and  in  1844,  “There  are  two  of  (that) 
description  .  .  .”m 

At  this  time  the  school  prospect  became  much  brighter  for  Piles- 
grove,  due  to  the  generosity  of  David  Bacon.  Section  thirteen  of 
his  will  provided : 

Thirteenth,  To  Pilesgrove  Monthly  Meeting  I  give  and  devise  the  sum  of 
$600  to  be  placed  at  interest  and  the  interest  used  in  supporting  indigent 
members  of  the  Meeting  and  I  do  further  give  and  devise  to  the  aforesaid 
Monthly  Meeting  of  Pilesgrove,  all  the  residue  or  remaining  part  of  my  estate 
after  paying  the  before  mentioned  debts  and  legacies,  of  wh'ch  residue  or  re¬ 
maining  part,  so  much  as  may  be  necessary  for  the  purpose  shall  be  used  in 
purchasing  a  lot  and  erecting  thereon  a  good  substantia]  frame  building,  two 
stories  high  and  of  suitable  dimensions  for  a  school,  which  building  shall  be 
used  for  a  school  house  and  be  under  the  direction  and  control  of  the  aforesaid 
Monthly  Meeting.  And  the  balance  or  remaining  part  of  said  residue,  after 
paying  for  said  lot  and  completing  the  beforementioned  school  house,  shall 
be  placed  at  interest  and  the  interest  used  for  paying  the  school  bills  of  orphan 
and  poor  children  of  all  classes  and  keeping  said  house  in  good  repair.112 

The  “residue”  or  “remaining  part,”  mentioned  above,  proved 
to  be  a  considerable  legacy  for  that  day  and  the  result  was  the 
founding  of  Bacon  Academy, 113certain  facts  concerning  which  are 
presented  in  the  following  minute: 

We  the  undersigned  trustees  appointed  ...  to  receive  and  apply  a  residue 
bequeathed  to  the  Monthly  Meeting  of  Pilesgrove  by  David  Bacon  .  .  .  for 
the  purpose  of  building  a  school  house  etc.,  report,  that  the  trustees  have 
received  from  the  executors  of  said  deceased  the  sum  of  $5356.40^2  being  in 
full  of  said  bequest — and  further  that  said  trustees  all  met  and  after  free  inter¬ 
change  of  sentiment  seven  out  of  nine  of  trustees  were  united  in  believing  that  a 
house  to  receive  day  scholars  together  with  boarding  scholars  if  desired,  wrould 
be  more  in  compliance  with  the  wish  of  the  testator  than  one  calculated  only 
to  receive  boarding  scholars,  within  the  compass  of  the  Monthly  Meeting  or 
elsewhere.  .  .  .  the  trustees  therefore  devised  a  plan  and  appointed  David  E. 
Pancoast  and  Chalkley  Lippincott  to  superintend  the  building  of  said  house, 
and  the  undersigned  also  report — that  since  last  Monthly  Meeting  they  have 
examined  the  accounts  of  the  building  committee  with  the  vouchers  accompany¬ 
ing  them  and  believe  the  account  to  be  correct  as  presented  at  last  meeting,  and 
that  they  have  acted  in  accordance  with  the  will  of  a  majority  of  the  trustees 

u()Ibid.,  (H.),  31/I/1837.  mIbid.,  30/IV/1844. 

U2Extract  from  Bacon’s  will,  in  a  packet  of  papers  relating  to  the  Bacon 
estate,  Mtg.  House  (H.)  at  Woodstown,  New  Jersey. 

113See  p.  153. 


Quaker  Education  in  New  Jersey 


156 

and  that  the  cost  of  the  building,  fencing,  etc.,  is  $2,471.88  together  with  the 
cost  of  the  lot  amounts  to  $3,110.88  leaving  a  balance  of  $2,400.00  .  .  .1U 

In  1850,  the  following  report  of  the  trustees  shows  the  status  of 
the  school: 

The  following  report  of  the  state  of  the  school  under  the  care  of  this  Meeting 
was  produced  by  two  of  the  trustees,  and  directed  to  be  minuted  viz.,  two  of 
the  description  queried  after — one  for  boys  and  the  other  for  girls. 

The  boys  school  for  the  last  year  was  open  8  months  at  an  average  of  30 
pupils,  taught  5  months  by  a  member  of  Friends,  the  balance  by  a  professor. 

The  girls’  school  open  about  10  months,  with  an  average  of  about  45  pupils, 
five  months  of  the  time  taught  by  a  person  in  membership;  the  balance  by  a 
professor  with  Friends. 

The  branches  taught  were  Reading,  Writing,  Arithmetic,  Geography,  Gram¬ 
mar,  Botany,  Philosophy,  Natural  History,  Physiology,  and  the  mathematical 
branches. 

James  Woolman 
David  C.  Pancoast. 

4th  Mo.  30th,  1850.  Trustees.115 

The  report,  a  year  later,  shows  a  very  large  increase  in  the  enroll¬ 
ment.  In  the  boys’  department  there  were  73  scholars;  and  the 
number  in  the  girls’  department  was  65.  This  report  makes  clear 
also  that  reading,  writing,  arithmetic,  grammar,  geography,  botany, 
physiology,  philosophy,  history  and  drawing  were  taught  the  girls.116 

It  was  customary  that  both  men  and  women  should  exercise  a 
control  over  education.  In  1852, 

Mary  Ann  Davis,  Hannah  L.  Robins,  Mary  W.  Barton,  Mary  Davis, 
Hannah  B.  Smith,  Mary  A.  Davis,  Ann  F.  Robins,  and  Amy  B.  Matson  (were) 
reappointed  as  a  committee  to  superintend  the  Bacon  School.117 

In  1854  an  attempt  was  made  to  make  the  school  distinctly  co¬ 
educational,  whereas  before  the  male  and  female  departments 
had  been  separate.  The  two  departments  were  united  “for  the 
past  year’’  and  placed  under  the  superintendance  of  a  woman 
principal  with  suitable  teachers  to  assist  her.  The  school  was 
kept  open  ten  months  and  attended  by  53  boys  and  49  girls.118 

In  1866  Pilesgrove  appointed  a  committee  to  attend  a  meeting 
called  by  a  minute  from  Woodbury  to  deliberate  on  measures 
necessary  respecting  the  school  law  just  passed.  In  January  the 

114Min.  Pilesgrove  Mo.  Mtg.,  26/IV/1842. 

nbIbid.,  30/IV/1850.  ll6Ibid.t  29/IV/1851. 

117Min.  Pilesgrove  Prep.  Mtg.,  Women  Friends,  27/V/1852. 

mIbid.,  20/IV/1854. 


Schools  of  Salem  Quarter 


i57 


next  year,  they  reported  that  there  had  been  a  general  agreement 
to  send  a  memorial  to  the  legislature  requesting  the  reenactment 
of  section  12  of  the  School  Law.119 

In  the  year  that  section  12  was  repealed,  the  District  Trustees 
applied  to  the  trustees  of  Bacon  School, 

to  rent  (it)  and  al’ow  it  to  receive  its  proportion  of  public  money  and  our 
meeting  still  have  the  entire  control  of  the  school.  This,  “after  free  expression 
thereon” 

met  with  approval , 120  and  the  arrangement  was  apparently  continued 
for  six  years.  During  this  period  the  attendance  was  about  the  same 
as  previously,  but  the  number  of  members  attending  in  1868  were 
but  40,  out  of  a  total  attendance  of  136.  “The  children  (did)  not 
regularly  attend  mid-week  meetings.’’121 

In  1872  the  school  was  again  placed  under  the  sole  care  of  the 
meeting. 

The  committee  appointed  at  last  meeting  on  the  subject  of  the  Bacon  School 
and  funds,  report  that  having  all  met  but  one,  and  taken  the  matter  into  con¬ 
sideration  they  were  united  in  recommending  that  the  school  house  be  no 
longer  rented  for  the  use  of  the  district  and  that  a  school  be  established  under 
the  care  of  trustees  appointed  by  the  Monthly  Meeting;  and  they  further 
recommend  that  the  entire  income  from  the  Bacon  Fund  be  devoted  to  the 
maintenance  of  the  Bacon  School;  which  being  deliberately  considered  by 
mens’  and  womens’  meetings  conjointly,  the  first  propositions  were  united 
with  and  in  regard  to  the  last  it  was  thought  best  that  application  be  made 
to  the  representative  committee  or  Meeting  for  sufferings  for  its  advice  or 
assistance.122 

Regarding  the  division  of  the  funds  of  Bacon  Academy  and  their 
use  for  that  at  Mullica  Hill,  it  was  directed  by  the  Representative 
Committee  that  the  money  be  “annually  apportioned  amongst  all 
pay  schools  under  the  care  of  Friends  within  the  limits  of  the  Monthly 
meeting.’’123  To  this  suggestion  both  men  and  women  agreed. 

After  the  change  of  mangement  in  1872  the  school  was  continued 
as  a  Friends’  institution,  and,  though  suffering  some  financial  strin¬ 
gency  in  1892124  and  1896, 125  was  kept  up  according  to  the  usual 
standards.  In  1897  the  following  report  was  made: 

The  school  has  been  in  session  10  months  with  Albert  T.  Yarnell  as  principal, 
Margaret  R.  Caley,  Assistant,  and  Rachel  L.  Moore  in  charge  of  the  Kinder- 

119Min.  Pilesgrove  Mo.  Mtg.,  1/I/1867. 

noIbid.,  25/IX/1866.  ™Ibid.t  25/II/1868.  mIbid.,  28/V/1872. 

™Ibid.,  30/X/1877.  ™Ibid.,  29/XI/1892.  ™Ibid.,  1/XII/1896. 


Quaker  Education  in  New  Jersey 


THE  BOARDING  HOUSE  WHERE  CHILDREN  LIVED  WHILE  ATTENDING  ELDRIDGE’S  HILL  SCHOOL,  NEAR 

WOODSTOWN,  N.  J. 


i59 


Schools  of  Salem  Quarter 

garten  Department,  all  members  but  one.  There  have  been  60  pupils  .  .  . 
during  the  year,  21  of  whom  were  members,  25  with  one  parent  a  member, 
and  14  not  members. 

A  full  course  of  the  different  branches  taught  in  the  Higher  schools  has  been 
given  and  six  of  the  pupils  have  completed  the  required  work  in  a  satisfactory 
manner.  Appropriate  commencement  exercises  were  given  by  the  graduates 


ELDRIDGE’s  HILL  BOARDING  SCHOOL  AS  IT  LOOKED  IN  1922.  THIS  SCHOOL,  TAUGHT 
BY  ALLEN  FLITCRAFT,  DREW  STUDENTS  FROM  MANY  SURROUNDING  STATES 

on  the  9th  of  the  6th  month  in  the  Friends’  Meeting  House.  A  large  gather¬ 
ing  of  Friends  and  patrons  of  the  school  were  present,  it  being  the  first  formal 
graduation  from  the  school  of  which  we  have  any  record.126 

After  1905  the  school  served  as  the  Woodstown  High  School.* 
It  was  recently  torn  down. 

Besides  the  schools  under  the  preparative  and  monthly  meetings 
there  were  a  number  of  private  boarding  schools  in  New  Jersey 
under  the  care  of  Quaker  masters.  Most  famous  of  these  inde¬ 
pendent  institutions  were  those  at  Camden,  Burlington,  Cross¬ 
wicks,  Moorestown,  Salem,  Bridgeboro,  Woodbury,  and  Eldridge’s 
Hill  near  Woodstown.  The  buildings  occupied  by  the  latter  are 
still  standing,  but  are  falling  into  decay.127  Here  in  1855  were 


li*Ibid.,  29/VI/1897. 


12'See  pages  158  and  159. 


i6o 


Quaker  Education  in  Neiu  Jersey 


taught  the  common  branches,  and  also  navigation,  surveying, 
Latin,  practical  astronomy,  and  book  keeping.128 

No  complete  records  for  Woolwich  Preparative  Meeting,  held 
at  Mullica  Hill,  have  been  found.  From  those  available  a  few 
facts  of  their  educational  history  can  be  gleaned.  As  early  as  1797 
Friends  at  Mullica  Hill  were  granted  permission  “to  hold  a  re¬ 
ligious  first  day  meeting  in  the  school  house  ...  in  every  week 

during  the  space  of  four  months  (on  trial)  to  begin  the  eleventh 

•  • 

hour.”129  It  is  possible  that  the  school  house  was  in  the  hands  of 
Friends,  but  this  is  not  certain.  Four  years  later,  1801,  the  “Meet¬ 
ing  of  Woolwich”  was  established  at  Mullica  Hill.130 

In  1862  the  meeting  recorded  that  inquiries  were  received  from 
the  superior  meeting  regarding  families,  children  and  schools,  and 
a  committe  was  appointed  to  collect  the  information  but  this  report 
was  not  brought  to  the  meeting  at  the  time  named .  Again  in  1 8  7  5  a 
committee  was  named  to  furnish  educational  information  and  this 
report  was  produced: 

The  .  .  .  report  that  they  had  forwarded  the  desired  information  to  the 
Yearly  Meeting’s  committee;  the  number  of  children  being  members  is  26, 
and  those  having  one  parent  a  member  is  five;  and  further  that  we  have  no 
school,  and  circumstances  are  such  that  we  do  not  desire  aid  for  that  purpose 
at  this  time.131 

In  1876  a  proposal  was  made  that  a  school  be  established  and 
a  committee  of  1 2  men  and  women  was  named  and  asked  to  report  to 
the  next  meeting.132  In  September 

The  committee  appointed  at  last  meeting  concerning  a  school  to  be  under 
the  care  of  this  Meeting,  report  that  they  have  succeeded  so  far  as  to  employ 
a  teacher  by  the  name  of  Anna  R.  Sylvester  for  the  consideration  of  $100  for 
3  months;  also,  rented  a  room  for  $18  per  quarter  which  was  accepted  and  the 
’  committee  are  continued  to  carry  out  such  other  matters  concerning  the  school 
they  may  think  necessary  for  its  promotion.133 

Five  years  later,  a  report  was  made  which  dealt  with  the  school 
up  to  1881. 

The  committee  in  charge  of  the  school  under  the  care  of  this  Meeting  present 
the  following  report: 

n*Woodstown  Almanac ,  1910,  p.  23. 

129Min.  Pilesgrove  Mo.  Mtg.,  21/IX/1797.  l30Ibid.,  1801. 

131Miri.  Woolwich  Prep.  Mtg.,  25/VIII/1875. 

132Min.  Woolwich  Prep.  Mtg.,  Women  Friends,  28/VIII/1876. 

133Min.  Woolwich  Prep.  Mtg.,  20/IX/1876. 


Schools  of  Salem  Quarter 


161 


The  school  was  first  opened  on  the  25/IX/1876  with  Anna  R.  Sylvester  as 
teacher  and  was  kept  open  three  entire  (terms  ?)  of  sixty  days  each. 

The  school  was  reopened  about  the  first  of  the  nth  month  1877  in  charge 
of  Caroline  Gibbons  and  was  continued  ninety  days. 

The  school  was  again  reopened  in  the  fall  of  1878  in  charge  of  our  first 
teacher,  Anna  R.  Sylvester,  and  we  believe  was  kept  open  two  terms  of  60 
days  each.  The  school  was  reopened  in  the  fall  of  1879  under  the  care  of  R. 
Anna  Kester  and  was  continued  two  terms  of  60  days  each. 

The  school  was  resumed  in  fall  of  1880  under  the  care  of  our  first  teacher, 
and  is  yet  in  session.  The  teachers  have  all  been  members  of  the  Society  of 
Friends,  and  with  the  scholars  have  always  attended  our  midweek  meetings. 
The  number  of  pupils  in  attendance  has  varied  from  six  to  26  with  an  average 
attendance  of  about  20  .  .  .  Signed  by  Thos.  Barton,  Anna  E.  Borton,  Caroline 
Gaunt,  Asa  Engle,  on  behalf  of  the  Committee.134 

So  far  as  information  is  available,  it  appears  that  Woolwich 
School  was  supported  (1)  by  subscriptions,  (2)  by  money  received 
from  Pilesgrove  Monthly  Meeting135  and  (3)  by  money  advanced 
for  the  use  of  the  school  by  the  Educational  Committee  of  the 
Yearly  Meeting  to  pay  for  books,  furniture,  buildings,  and  sal¬ 
aries.136 

The  school  was  in  operation  but  a  short  time.  In  1883, 

Asa  Engle  and  Samuel  Gaunt  (were)  appointed  to  join  a  like  committee  of 
women  Friends  to  dispose  of  part  of  the  School  appurtenances  belonging  to 
this  Meeting,  in  such  a  wTay  as  they  think  best.137 

Later,  in  the  same  year,  the  treasurer  of  the  school  reported  that 
he  had  returned  to  Friends  Book  Store  in  Philadelphia  all  books 
formerly  used  by  the  school  (148  in  number),  that  the  house  had 
been  leased  and  the  furniture  removed;  and  that  there  was  a 
balance  of  $4.37  in  his  hands. 

Upper  Penn’s  Neck  was  established  as  a  meeting  in  1796,  and  a 
meeting  house  was  built  about  the  same  year.  Moreover,  it  is  evi¬ 
dent  that  steps  were  taken  for  establishing  a  school  immediately, 
though  materials  for  its  later  history  are  not  available.  A  volume 
of  minutes,  1796-1867,  however  makes  brief  but  definite  references 
to  a  school.138 

In  1797  we  find  the  following  notes  regarding  the  school  and  its 
property. 

Be  it  remembered  that  the  hereafter  described  instruments  of  writing  be- 


uiIbid.,  23/III/ 1 88 1. 
137 Ibid.,  2 1 /1 1 1/1883. 


nbIbid.,  26/IV/1881.  mIbid.,  15/IV/1880. 
138Min.  Upper  Penn’s  Neck  Prep.  Mtg. 


162 


Quaker  Education  in  New  Jersey 


longing  to  Upper  Penn’s  Neck  Preparative  Meeting  and  School  Society  is 
lodged  in  the  hands  of  Isaac  Ward  by  direction  of  the  Meeting. 

The  first  is  the  concessions  of  the  School  Society  dated  the  17th  day  of  the 
2nd.  mo.  1787. 

The  second  is  the  School  Society  quit  claim  to  Friends  for  the  lot  of  ground 
and  is  dated  the  6th  day  of  the  7th  month  1796. 

The  sixth  is  a  deed  from  Isaac  (peddrick)  (elsewhere  written  “Pedrick”) 
and  wife  Hannah  to  Elihu  peddrick  and  other  in  said  deed  named  for  a  lot  of 
ground  for  the  use  of  the  School  Society  and  burying  ground  and  is  dated  the 
12th  day  of  the  7th  month  1796. 

The  Seventh  is  a  declaration  of  trust  from  the  said  Elihu  Peddrick  and  others 
in  said  declaration  (named)  of  said  lot  being  for  the  use  of  the  School  Society 
and  a  burying  ground  dated  the  12th  day  of  the  7th  month  1796. 130  (These 
parchment  deeds  and  instruments  of  trust  are  at  15th  &  Race  Sts.,  Phila.,  Pa.) 

In  1855  the  school  house  under  Friends  care  was  turned  over  to 
the  public: 

This  Meeting  being  informed  of  the  state  of  our  school  house,  it  wanting 
repairs  and  Friends  not  feel  willing  to  do  it,  it  being  the  judgment  of  this 
meeting  to  give  it  up  to  the  public  dr  the  school  committee  for  the  benefit  of 
the  public;  they  are  to  move  it  off  the  ground  belonging  to  Friends.140 


™Ibid.,  18/X/1797. 
140 Ibid .,  25/IV/1855. 


CHAPTER  VI 


SCHOOLS  OF  HADDONFIELD  QUARTER 

In  this  chapter  is  presented  material  relating  to  the  early  history 
of  schools  in  Haddonfield,  Chester,  Medford,  Evesham,  Great 
Egg  Harbor  and  Cape  May  monthly  meetings,  together  with  their 
various  preparative  meetings,  all  of  which  made  up  the  Haddon¬ 
field  Quarter.  As  the  Haddonfield  Quarterly  Meeting  was  not 
established  until  1794,  by  division  of  the  Gloucester  and  Salem 
Quarterly,  the  history  of  some  of  its  component  meetings  ante¬ 
date  it  by  as  much  as  a  hundred  years.  We  shall  deal  with  the 
various  monthly  meetings  comprising  it  in  the  order  of  their  es¬ 
tablishment  :  Haddonfield,  1695 ;  Great  Egg  Harbor  and  Cape  May 
about  1726;  Evesham,  1760;  Medford,  1794;  and  Chester,  1803. 1 

Haddonfield  Monthly  Meeting 

This  meeting,  formerly  Gloucester,  was,  from  1695  “held  at 
Newton  in  the  house  of  Thomas  Shackle”  until  1721  when  the 
meeting  house  was  erected  at  Haddonfield.2  Concerning  early 
schools  there  is  now  little  information,  but  it  seems  unsafe  to  as¬ 
sume,  for  that  reason  that  schools  were  lacking.  Prowell  says  land 
was  at  once  set  aside  in  1682  for  a  meeting  house  and  school  and 
that  Thomas  Sharp,  the  surveyor,  was  the  first  teacher.  The 
school  house  stood  near  the  old  Newton  Meeting  House,  opposite 
the  present  Champion  School.3  In  1729  a  school  house  was  men¬ 
tioned  in  the  vicinity  of  Newton  Meeting  and  proposals  made  to 
hold  meetings  there  for  a  period  of  four  months.4  Haddonfield 
had  a  school  as  early  as  1715  at  the  home  of  Jonathan  Bolton, 
and  in  1720  a  school  was  established  near  the  meeting  which  has 
been  maintained  ever  since.5 

But,  though  certainly  some  localities  were  early  supplied  with 
schools,  it  was  not  always  the  case.  It  was  to  remedy  this  situ- 

^ecords  of  the  several  meetings;  also  Michener:  Retrospect,  117-118. 

2Hazard:  Register  of  Pa.,  VII,  102.  sHist.  Camden  Co.,  308-9. 

4Min.  Haddonfield  Mo.  Mtg.,  io/iX/1729.  hHist.  Camden  Co.,  309. 


164 


Quaker  Education  in  New  Jersey 


ation  that  the  Yearly  Meeting  began  to  urge  the  establishment  of 
schools  about  the  middle  of  the  eighteenth  century.  Early  in 
1751  Haddonfield  mentioned  receipt  of  the  proposals  for  schools 
and  asked  that  a  concensus  of  opinion  be  returned  to  the  next 
quarterly  meeting.  In  9  /VII /1751, 


•  Westfield 


0  Camden 


0  Newton 


Haddonfield 


0  Moorestown 


0  Easton 


0  Evesham 


Upper  Evesham  • 


0  Cropwell 
Pine  Grove  School  0 


Haddonfield  Quarterly  Meeting 
Great  Egg  Harbor  and  Cape  May  not  shown 


The  proposals  relating  to  schools  having  been  duly  weighed  and  considered 
the  Meeting  is  unanimously  of  opinion  that  it  will  not  assist  the  purposes 
thereby  intended  by  reason  of  Friends  living  at  a  distance  from  each  other, 
but  rather  conclude  that  Friends  being  careful  to  employ  such  persons  as 
are  therein  mentioned  for  School  Masters  might  be  equally  beneficial.6 

The  above  sets  forth  the  most  frequently  mentioned  difficulty 
in  the  way  of  schools,  and  indicates  that  they  will  continue  with 
the  same  kind  of  schools  as  before,  with  greater  attention  paid  to 
the  selection  of  members  for  teachers. 

One  of  the  first  agencies  used  to  educate  the  youth,  that  is,  for 
religious  education,  was  the  Youths’  Meeting.  About  the  end  of 
the  eighteenth  century  the  popularity  of  these  declined  and  in 
some  meetings  they  were  discontinued.  In  many,  their  discon¬ 
tinuance  was  discussed,  though  not  accomplished.  Haddonfield, 
in  1776,  reported: 

This  meeting  having  several  times  considered  that  of  our  Youths’  Meetings 
not  being  so  well  attended  as  could  be  desired,  now  agrees  to  appoint  a  com- 


*Ibid.,  9/VII/1751. 


Friends'  School  at  Haddonfield,  New  Jerse\ 


Schools  of  Haddonfield  Quarter 


165 


i66 


Quaker  Education  in  New  Jersey 


mittee  to  take  this  matter  into  consideration  whether  there  may  not  be  some 
alteration  that  may  be  likely  to  occasion  them  to  be  better  attended,  otherwise 
to  be  laid  down,  and  report  their  sense  to  next  meeting  .  .  ? 

Four  months  later,  after  several  postponements,  it  was  agreed 
to  continue  the  Youths’  Meetings,  and  attempt  to  improve  their 
attendance. 

It  was  at  this  time  that  a  greater  interest  in  education,  on  the 
part  of  the  superior  meetings,  became  evident.  This  interest,  and 
the  resultant  frequent  urging,  brought  the  question  home  to  the 
lower  meetings,  and,  as  a  consequence  many  schools  of  more  per¬ 
manent  character  were  established. 

In  June,  1778,  an  epistle  relating  to  schools  was  received  from 
the  Yearly  Meeting;  and  in  1779  it  was 

recommended  to  the  weighty  consideration  of  the  several  preparative  meetings 
and  said  meetings  desired  to  report  their  circumstances  respecting  schools  to 
next  meeting  to  be  further  deliberated  thereon.8 

Accordingly,  this  report  was  made : 

The  subject  of  schools  now  coming  under  consideration  report  was  made 
from  Woodbury  that  they  had  a  school  settled  upon  an  extensive  plan,  since 
the  year  1774;  and  from  Haddonfield  that  they  had  adopted  a  similar  plan 
in  the  year  1776,  and  had  made  some  progress  so  as  to  procure  a  convenient 
lot,  etc.,  which  care  appears  to  be  satisfactory  to  this  Meeting.  And  Friends 
of  Upper  Greenwich  report  that  Friends  are  settled  so  wide  one  from  another 
that  they  have  no  prospect  at  present  of  doing  anything  respecting  the  estab¬ 
lishing  of  a  school  upon  the  plan  laid  down  by  the  Committee  of  the  Yearly 
Meeting;  the  subject  is  notwithstanding  recommended  to  their  further  care 
and  attention  to  proceed  therein  as  way  may  open.9 

Iii  1781  there  were  three  schools  reported:  at  Woodbury,  Had¬ 
donfield,  “heretofore  mentioned”  and  “one  other  now  kept  under 
the  care  of  Friends.”  The  “one  other”  was  probably  at  Upper 
Greenwich.10 

A  few  years  later  the  practice  of  visiting  the  schools  was  begun, 
and  a  report  on  them  regularly  made  to  the  superior  meetings : 

The  following  Friends  are  appointed  a  standing  committee  to  visit  the  schools 
that  are  taught  by  Friends  within  the  compass  of  their  Preparative  Meetings, 
and  to  make  report  of  their  service  in  the  9th  month  annually,  to  wit: 
Joshua  Evans,  John  Gill,  John  Gaunt,  Isaac  Ballinger,  David  Cooper,  Aaron 
Hewes,  William  White,  David  Brown,  Samuel  Paul.11 

8Ibid.,  8/II/1779.  °Ibid.t  23/III/1779. 

Ibid .,  10/V/1784. 


Ubid.,  8/IV/1776. 
l[)Ibid.,  10/IX/1781. 


Schools  of  Haddonfield  Quarter 


167 


The  report  of  1788  shows  that  considerable  progress  had  been 
made  in  establishing  schools: 

Report  was  also  made  that  the  committee  appointed  to  visit  the  schools 
taught  by  members,  had  attended  to  the  service,  and  had  in  the  course  of 
the  year  visited  six  different  schools,  so  kept,  and  had  endeavored  to  afford 
such  advice  and  assistance  for  the  promotion  of  learning  and  virtue,  as  they 
were  enabled,  to  a  good  degree  of  satisfaction.12 

The  report  a  year  later  states  that  “some  appeared  to  be  kept 
in  a  satisfactory  manner,  others  not  so  fully  as  could  be  desired.”13 

I11  1790,  a  committee  of  the  quarterly  meeting  drew  up  a  plan 
to  guide  its  lower  meetings  in  the  establishment  of  funds  for  edu¬ 
cational  purposes.  As  this  was  the  basis  of  the  funds  in  Haddon¬ 
field,  Woodbury,  and  many  other  meetings,  herein  discussed,  the 
full  report  of  the  committee  is  quoted  herewith: 

We  the  committee  appointed  at  last  Meeting  to  take  under  our  consideration 
the  subject  of  providing  Funds  for  the  better  support  of  schools,  and  schooling 
poor  children  agreeable  to  the  recommendation  of  the  Yearly  Meeting,  having 
met  agreeable  to  appointment,  and  taken  the  same  under  our  weighty  con¬ 
sideration,  are  of  the  mind,  that  there  would  be  a  use  arise  from  funds  being 
raised  in  the  respective  Monthly  Meetings  to  be  kept  out  at  interest,  and  the 
income  of  interest  applied  under  the  care  of  judicious  trustees  for  the  schooling 
of  poor  white  and  black  children,  as  well  as  that  funds  so  established  under 
the  care  and  direction  of  the  Monthly  Meetings  of  business,  would  be  laying  a 
permanent  foundation  for  funds,  that  might  in  time  become  much  enlarged  by 
donations  from  humane  and  benevolent  persons,  whereby  Monthly  Meetings 
might  have  it  in  their  power  more  extensively  to  promote  and  encourage  this 
weighty  and  important  service:  We  therefore  propose  that  it  be  recommended: 

1st.  That  each  Monthly  Meeting  appoint  one  friend  for  Treasurer  and  five 
or  more  for  Trustees,  to  be  styled  the  treasurer  and  Trustees  of  the  School 
Fund. 

2nd.  That  the  members  who  are  in  circumstances  generally  execute  to  the 
treasurer  and  his  successor  for  the  time  being,  notes  or  other  engagements 
for  the  payment  of  a  sum  of  money,  with  interest  annually  at  the  rate  of  six 
per  cent. 

3rd.  If  any  friend  would  choose  to  advance  his  subscription  or  discharge 
his  note  ...  at  the  end  of  any  one  year,  the  treasurer  shall  receive  and  place 
the  same  out  at  interest  to  such  persons,  and  on  such  security,  as  shall  be  ap¬ 
proved  by  three  or  more  of  the  trustees. 

4th.  The  treasurer  shall  provide  a  book  and  make  a  fair  entry  of  the  sub¬ 
scribers  names  and  contributions,  that  the  amount  of  the  fund  may  at  any 
time  be  ascertained  and  shall  keep  a  regular  account  of  the  receipt  of  the 
interest  money  and  of  his  disbursements  thereof  to  the  trustees  without  wrhose 

12 Ibid.,  8/IX/1788.  1 Ubid .,  14/IX/1789. 


[68 


Quaker  Education  in  New  Jersey 


orders,  or  order  of  two  of  them,  no  money  shall  be  applied;  and  once  in  the 
year  the  trustees  shall  .exhibit  to  the  Monthly  Meeting  a  clear  and  distinct 
account  of  the  application  of  the  interest  for  the  approbation  of  the  Meeting, 
as  well  as  to  enable  it  to  send  forward  an  account  to  the  Quarter  to  be  from 
thence  transmitted  in  the  report  to  the  Yearly  Meeting  as  occasion  may  require. 

5th.  The  interest  money  arising  on  the  fund,  or  so  much  thereof  as  will  be 
necessary,  shall  be  applied  by  the  trustees  from  time  to  time  for  the  schooling 
of  the  children  of  poor  Friends,  and  those  of  the  black  people,  whose  condition 
gives  them  a  claim  to  this  benefit  agreeable  to  the  advices  which  have  been 
or  may  be,  sent  down  from  the  Yearly  Meeting,  in  as  equitable  a  manner  as 
may  be  at  the  different  schools  within  the  compass  of  the  Monthly  Meeting, 
that  all  parts  may  receive  a  proportionable  share  of  the  benefit,  and  in  case 
the  fund  shall  become  so  enlarged,  as  that  the  interest  thereof  will  be  more 
than  sufficient  to  school  the  children  of  poor  friends,  and  those  of  the  blacks 
aforesaid,  the  Monthly  Meetings  may  divide  such  overplus  to  be  applied  to 
the  schooling  of  other  poor  children,  the  enlarging  the  teachers  salaries,  or 
such  other  purposes  for  the  promotion  of  schools  as  to  any  such  meeting  may 
appear  expedient. 

6th.  As  the  fund  so  raised  will*  be  the  property  of  the  members  of  the 
Monthly  Meeting  for  the  time  being,  for  the  purposes  aforesaid  the  meeting 
shall  have  authority  to  make  a  new  choice  of  their  treasurer,  and  annually  ap¬ 
point  trustees  to  have  the  management  thereof. 

7th.  If  it  shall  appear  to  be  the  sense  of  any  of  the  Monthly  Meetings, 
that  it  will  be  more  consisent  with  their  situation  and  circumstances,  or  be 
more  likely  to  answer  the  design  in  view,  in  going  into  the  subscription  or 
raising  of  funds  in  their  preparative  meetings,  such  meetings  are  left  at  liberty 
to  proceed  in  either  way  as  to  them  may  appear  best.  Signed  in  behalf  of  the 
committee. 

Salem,  5th  month  17,  1790  by 

Thomas  Redman.14 

In  accordance  with  the  above  plans  the  committee  reported,  1791 : 

A  fund  is  established  in  this  meeting  the  income  whereof  to  be  applied  to 
the  care  of  poor  white  and  black  children  and  some  attention  paid  to  the 
schooling  such  children,  and  that  care  has  been  extended  to  the  schools  taught 
by  Friends  by  a  committee  of  this  meeting.15 

To  this  fund,  besides  the  regular  subscriptions,  many  bequests 
were  added,  a  few  of  which  are  named: 

1.  £  20,  bequeathed  by  Ann  Tomlinson,  and  applied  by  the 
meeting  to  this  fund.16 

2.  £  50,  from  Sarah  Hopkins,  “for  the  purpose  of  educating 
poor  children.”17 


uIbid.,  1 3 /XII/ 1 790. 
16Ibid.,  10/I/1791. 


V)Ibid.,  12/IX/1791. 
17 Ibid.,  8/V/1797. 


Schools  of  Haddonfield  Quarter  169 

3.  £  50  from  Joseph  Sloan,  for  “schooling  poor  children  of  any 
color.’’18 

4.  $1,000.00  from  Samuel  Nicholson,  “for  the  purpose  of  pro¬ 
moting  the  guarded  education  of  the  children  of  its  members  in 
schools  under  the  care  of  Friends.’’19 

Seven  years  after  the  fund  was  reported  established  the  principal 
of  it  amounted  to  £  239 /i 8  ;20  and  in  1800  it  had  increased  to 
£  687 /8.21 

The  following  items  indicate  how  the  fund  was  expended: 

1 .  £36/8/4  expended  for  books  and  for  schooling  poor  children.22 

2.  For  schooling  poor  white  and  black  children,  expended  $155.- 

7  5-23 

3.  Schooled  18  children  the  past  year,  most  of  them  for  2  quar¬ 
ters;  none  of  those  schooled  at  expense  of  this  fund  were  Friends’ 
children.24 

4.  $198.30  paid  for  education  of  children,  none  of  whom  were 
“members  of  our  society.”25 

5.  Spent  for  dwelling  for  teacher  and  fencing  it  in,  etc.,  $1781. 41. 26 

The  existence  of  such  a  fund  had  a  salutorv  effect  on  schools. 

In  1794,  they  report  “one  large  school  has  been  kept  up  at  Haddon¬ 
field,  and  a  number  of  black  children  have  partaken  of  school 
learning  with  other  poor  children  .  .  and  three  years  later  four 
schools  were  reported  in  the  monthly  meeting.27 

A  report  of  1803  gives  us  a  clearer  idea  of  the  size  of  the  school 
and  the  number  of  studies  included. 

We  the  committee  appointed  in  the  fourth  month  last  to  superintend  the 
school  at  Haddonfield,  agree  to  report — That  we  have  paid  attention  to  the 
appointment,  and  have  procured  a  well-qualified  teacher,  being  a  member  of 
the  Society;  the  school  is  at  present  large,  consisting  of  about  80  scholars, 
and  an  assistant  teacher  is  employed.  Upon  the  whole  we  are  of  the  mind 
that  the  school  has  increased  in  solidity  and  is  growing  in  reputation,  as  a 
Seminary  for  useful  learning,  wherein  the  English  Grammar,  the  Mathematics, 

18 Ibid.,  14/X/1799.  10Ibid.,  3/XI/1880.  20Ibid.,  12/III/1798. 

21 1  bid.,  13/I/1800.  22 1  bid.,  14/II/1803.  c-8Ibid.,  14/JI/1814. 

uIbid.,  13/II/1837.  r°Ibid.,  8/II/1841.  2r'Ibid.,  12/II/1855. 

Ibid.,  8/IX/1794  and  11 /IX/ 1797. 


Quaker  Education  in  New  Jersey 


1 70 


THE 

AR  T  OF  SPELLING 

FACILITATED. 


BEING 

A  SYSTEM  OF  PRONUNCIATION 


OF  THE 

ENGLISH  LANGUAGE. 

FOR  THE 

USE  OF  SCHOOLS; 

AS  WELL  AS  OF  FOREIGNERS,  AND  OTHERS, 
WHO  WOULD  WISH  TO  BECOME 
ACQUA  I  NTED, 

With  the  practice  of  the  difficult  accentuation 
and  orthoepy  of  our  Language. 


’TIS  EDUCATION,  FORMS  THE  COMMON  MIND. 

POPE. 


By  STEPHEN  M.  DAY, 

MASTER  OF  FRIENDS’  SCHOOL  AT  HADDONFIELD 


PHILADELPHIA: 

PRINTED  FOR  BENJAMIN  JOHNSON, 

NO.  31,  MARKET-STREET. 

[j.  RAKESTRAW,  PRINTER.] 


1804. 


day’s  "art  of  spelling  facilitated” 


Schools  of  Haddonfield  Quarter 


i 


io  Pronunciation  of  the  English  Language. 


The  Combination  of  the  Consonants  and  Vowels, 

into  simple  Sylables. 


Ba 

be 

bi 

bo 

bu 

by 

ge 

he 

je 

ke 

le 

me 

ca 

CO 

Cll 

ce* 

CJ 

cy* 

ne 

pe 

re 

se 

te 

ve 

da 

de 

di 

do 

du 

dy 

we 

ye 

ze 

bi 

ci 

di 

fa 

fe 

fi 

fo 

fu 

fy 

fi 

gi 

hi 

ji 

ki 

li 

ga 

go 

gu 

ge 

gi 

gy 

mi 

ni 

pi 

ri 

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prescription  may  startle  at  innovation,  but  such  should  remember  that  improve¬ 
ments  are  gradual  and  progressive;  and  that  in  letters  as  in  policy,  the  way  to 
prevent  the  catastrophe  of  violent  revolutions,  is  to  obviate  the  necessity  of  them, 
by  the  exercise  of  docility,  and  a  sound  judgement,  that  can  distinguish  between 
rash  innovation  and  real  improvements. 

*c  and  g  soft. 

THE  METHOD  OF  INSTRUCTION  IN  THE  ‘'ART  OF  SPELLING  FACILITATED,’ 

BY  5.  M.  DAY 


Quaker  Education  in  New  Jersey 


172 

Geography  and  the  Latin  and  French  languages  are,  or  may  be  taught.  Signed 
in  behalf  of  the  committee  2nd  month  17th  1803. 

By  Thomas  Redman.28 

In  1808  two  schools  were  reported, 

established  for  the  education  of  youth  within  our  limits,  under  the  care  of 
teachers  in  membership,  one  superintended  by  a  committee  of  the  Monthly, 
the  other  by  one  of  the  Preparative  Meeting.29 

During  the  temporary  disturbance  in  1828  the  answer  to  the 
third  annual  query  states  “there  is  one  school  ...”  but,  soon  after, 
1830,  “there  are  two  schools  .  .  .”30  These  are  the  same  mentioned 
in  1808.  From  this  time  on  the  number  of  schools  reported  in¬ 
creases.  In  1836  there  was  presented  a  full  report  on  Education, 
as  the  Yearly  Meeting  demanded: 

.  .  .  report  that  there  are  four  schools  superintended  by  committees  either 
of  the  monthly  or  preparative  meetings,  three  of  which  are  taught  by  persons 

2SIbtd.,  14/III/1803;  Concerning  the  teachers  of  the  school  at  this  time, 
some  information  has  been  gathered.  Stephen  Munson  Day  was  born  in  1776 
at  Morristown,  New  Jersey  and  in  early  life  showed  a  marked  interest  in 
science  and  languages,  as  well  as  religion.  He  was  educated,  it  is  said,  to  the 
profession  of  law,  and  received  a  diploma,  but  never  entered  the  bar.  Soon 
after  1801  Day  became  an  assistant  in  the  Academy  at  Burlington  and  shortly 
removed  to  Haddonfield  where  he  became  a  teacher  in  the  Friends  School. 
He  appears  to  have  had  unusual  abilities  as  a  teacher,  securing  good  results, 
“however  obtuse  the  faculties  of  his  pupils.”  Tradition  has  it  that  Day  taught 
Latin,  Greek,  and  Hebrew  at  the  Haddonfield  School. 

Day  was  the  author  of  a  number  of  small  books  for  the  use  of  schools,  but 
probably  not  widely  used.  In  1804  “The  Art  of  Spelling  Facilitated”  was 
published  and  also,  as  an  appendix  to  the  same,  “Lessons  in  Reading.”  These 
reading  lessons  were  scriptural  in  character.  Another  text  “The  Pronouncing 
Spelling  Book”  was  published  in  1811,  in  which  Day  is  described  as  preceptor 
of  the  Boarding  School  at  Haddonfield.  Other  literary  activities  were  under¬ 
taken.  In  1804  The  Evening  Fireside  a  periodical  publication  was  launched 
but  Day  retired  from  the  editorship  of  it,  out  of  deference  to  his  friends.  An 
assault  was  also  made  against  the  drink  traffic  in  a  booklet  called  “Serious 
Thoughts  on  the  Traffic  in  Distilled  Spiritous  Liquors,  and  on  the  Customary 
Use  of  that  Article  as  a  Common  Drink.”  In  addition  to  these  interests  Day 
was  also  inclined  to  an  experimental  study  of  agriculture.  His  death  occurred 
in  1812. 

E.  Littell,  publisher  and  proprietor  of  LittelV s  Living  Age  was  once  a  stu¬ 
dent  at  Haddonfield  School.  Concerning  Day  he  wrote:  “I  dwell  with  much 
pleasure  upon  the  memory  of  my  preceptor — my  patient,  gentle  and  wise 
friend — Stephen  Munson  Day.” 

Other  teachers,  near  the  close  of  the  eighteenth  century  and  early  part  of 
the  nineteenth,  were  John  Redman,  who  taught  Latin,  and  M.  Guerrier,  a 
French  noble,  friend  and  associate  of  Louis  Phillipe  Duke  of  Orleans;  the 
latter  taught  French  for  a  time. — The  writer  is  indebted  to  Air.  James  Penny- 
packer,  Haddonfield,  N.  J.,  for  the  privilege  of  examining  some  of  Day’s 
textbooks. 

29 Ibid.,  IV/ 1 808. 


™Ibid.,  8/III/1830. 


Schools  of  H  addon  field.  Quarter 


LESSONS  IN  READING 

BEING 


SELECT  PASSAGES 


FROM  THE 


SCRIPTURES; 

CHIEFLY 


FROM  THE  PROPHECIES  OF  ISAIAH. 


TO  SERVE 


AS  AN  EASY  INTRODUCTION  TO  READING. 


PHILADELPHIA: 


PRINTED  FOR  BENJAMIN  JOHNSON,  No.  31, 
MARKET-STREET. 


1804. 


A  POPULAR  TEXT  BY  S.  M.  DAY 


i?4 


Quaker  Education  in  New  Jersey 


in  membership  with  us  and  one  by  a  person  not  a  member.  The  schools  have 
all  been  visited  and  there  appears  a  care  for  the  religious  as  well  as  the  literary 
education  therein.  The  Holy  Scriptures  are  frequently  read  and  the  teachers 
as  well  as  the  scholars  of  two  of  the  schools  attend  our  midweek  meetings. 
Their  deportment  as  well  as  their  advancement  in  their  studies  are  generally 
satisfactory.  The  following  is  a  statement  of  our  members  at  different  schools 
to  wit: 

2  at  the  University  in  Philadelphia 

1  at  Haverford 

3  at  Franklin  Park 

5  at  Westtown 

2  at  Frankford 

5  at  the  one  not  taught  by  a  member 
1 7  at  Friends  Schools  taught  by  members 
17  at  Common  schools 

52 

And  it  appears  that  there  are  29  of  our  members  of  a  suitable  age  who  are 
not  at  school  at  present,  most  of  whom  have  received  education  during  a  part 
of  the  past  year  at  Friends’  schools,  although  it  would  be  desirable  to  establish 
select  schools  for  the  education  of  the  youth  agreeably  to  the  advice  of  the 
Yearly  Meeting,  but  the  members  are  so  scattered  that  way  does  not  yet  open 
to  accomplish  so  desirable  an  object,  but  it  appears  that  there  are  no  Friends 
children  but  what  are  receiving  a  competency  of  education  to  fit  them  for 
business. 

Signed  on  behalf  of  the  committee,  2  mo.  8th,  1836. 

Thomas  Evans 
Richard  W.  Sheppard31 

About  the  middle  of  the  century  the  committee  experienced 
some  difficulty  in  keeping  the  school  open.  One  of  the  chief 
difficulties  seems  to  have  been  the  obtaining  of  suitable  teachers.32 
Furthermore,  it  would  seem  from  reports  as  to  the  distribution  of 
Friends’  children,33  that  when  schools  were  open  they  were  almostly 
entirely  attended  by  non-members.  Nevertheless,  plans  were 
made  to  improve  the  school.  The  school  house  was  repaired  and 
furnished  with  new  desks  and  proposals  made  “to  erect  a  dwelling 
house  for  the  teacher  on  the  school  house  lot.”34  Si 781. 41  of  the 
school  fund  was  used  for  this  purpose. 

With  these  improvements  the  school  continued  much  as  before, 
with  the  exception  that  the  number  attending  was  usually  less  than 
in  the  early  years  of  its  existence.  In  1858  the  report  stated  “the 

3lIbid.,  8/II/1836.  32Ibid.,  12/II/1849;  u/II/1850;  14/III/1835. 

33Ibid.,  9/II/1852.  uIbid.,  12/IX/1853. 


Schools  of  Haddonfield  Quarter 


1 75 


average  number  of  scholars  last  winter  was  forty ;  at  present  there 
are  27  on  the  list.”35  The  number  of  Friends’  children  attending 
became  even  less,  but  it  was  resolved  that  “  We  believe  the 
influence  of  the  school  is  salutary  in  the  neighborhood.”36 

In  1866-7  attendance  sank  to  an  unprecedented  extent,  and  in 
addition,  the  income  from  public  funds  was  withdrawn  by  the  law 
which  repealed  section  12  of  the  Act  of  1846,  but  a  firmer  determina¬ 
tion  is  evident  to  run  the  school  for  its  service  in  the  moral  education 
of  the  community.  The  situation  is  described  more  exactly  in 
the  following  report: 

That  the  school  has  been  visited  by  the  trustees  at  the  usual  times,  Joseph 
Jones  having  withdrawn  as  teacher,  Samuel  B.  Redman  was  appointed  to 
succeed  him  who  entered  upon  his  duties  in  the  9th  month  last.  As  there  are 
at  present  no  arrangements  for  boarding  scholars,  the  number  in  attendance 
has  been  smaller  than  usual.  The  order  of  the  school  and  deportment  of  the 
scholars  have  been  generally  satisfactory.  Number  on  the  list  at  present  19. 
Average  attendance  for  the  past  three  months,  14JT  We  believe  a  school 
of  this  character,  if  rightly  conducted  may  be  of  great  service  to  the  youth 
in  our  neighborhood  and  desire  that  the  original  concern  of  the  Monthly  Meet¬ 
ing  in  establishing  it  may  be  kept  in  view,  which  we  believe,  not  only  had  re¬ 
lation  to  the  literary  improvement  of  those  placed  under  our  care,  but  also  to 
their  moral  and  religious  advancement,  so  far  as  a  qualification  therefor 
may  be  experienced.  We  feel  that  the  present  day  is  no  time  to  relax  our 
efforts  in  these  respects,  but  rather  calls  for  increased  earnestness  to  discharge 
our  duty  fully  and  faithfully  to  the  children  under  our  supervision.  The  Holy 
Scriptures  are  read  at  the  opening  of  the  school,  but  a  very  few  of  the  scholars 
attend  mid-week  meeting  being  excused  therefrom,  at  the  request  of  their 
parents  or  guardians.37 

The  report  for  1868,  a  digest  of  which  appears  below,  shows  the 
extent  to  which  the  children  of  members  were  scattered  and  that 
the  Haddonfield  School  was  made  up  mostly  of  non-members : 


53  of  suitable  age  for  school 

5  at  West  town 

6  Friends  Select  at  Philadelphia 

4  at  Friends  schools  taught  by  members 
4  at  schools  not  under  care  of  Friends,  though  taught  by 


member 


22  at  common  district  schools 
12  at  family  schools.38 


In  the  same  year  we  learn  that, 


SbIbid.,  8/II/1858. 
*Uhid.,  6/II/1867. 


'ibIbid.,  13/II/1865. 
"Ibid.,  5/II/1868. 


Quaker  Education  in  New  Jersey 


1 76 

John  Broadle  having  been  engaged  as  teacher,  entered  upon  his  duties  last 

A 

9th  month.  The  committee  have  authorized  the  admission  of  girls  in  addition 
to  boys  as  scholars  and  have  found  it  satisfactory. 

Thus  the  school  continued  to  the  end  of  the  nineteenth  century.. 
The  following  report  shows  its  status  in  1895,  when  the  division 
into  primary  and  secondary  departments  was  made: 

The  school  has  been  kept  open  with  the  regular  vacations  since  last  report. 
It  was  closed  5th  month  30th,  1894,  about  two  weeks  earlier  than  usual  on 
account  of  the  ill  health  of  the  teacher  Alary  M.  Smith  who  had  held  the 
position  very  satisfactorily  for  two  years. 

Early  in  the  9th  month  the  school  reopened  with  Lydia  B.  Kite  as  teacher, 
under  whose  care  the  children  are  attentive  and  deferential.  The  average 
attendance  for  the  year  has  been  about  20,  at  this  date  there  are  19  pupils  on 
the  roll,  the  greater  portion  of  whom  are  of  a  primary  grade.  It  is  thought 
that  a  school  composed  of  primary  and  secondary  classes,  carefully  and  thor¬ 
oughly  taught  will  best  meet  the  needs  of  its  patrons. 

Good  order  has  been  maintained  and  the  children  have  made  satisfactory 
progress  in  their  studies.  They  continue  to  attend  our  midweek  meetings, 
where  they  conduct  themselves  with  propriety.  When  the  town  water  was 
introduced  into  the  dwelling  a  pipe  was  placed  in  the  school  room  which  is 
found  to  be  very  convenient.  In  conclusion  the  committee  would  urge  all 
Friends  to  take  an  active  interest  in  the  school  and  to  manifest  the  same  by 
occasional  visits  to  it  during  its  sessions.  Elizabeth  Bacon 

Joseph  G.  Evans.39 

The  report  of  1868  showed  that  few  Friends’  children  were  at¬ 
tending  the  monthly  meeting  school,  but  this  situation  changed 
to  some  extent.  In  1870,  9  out  of  38  attending  were  Friends; 
1875,  there  were  7  out  of  19;  1880,  there  were  three  out  of  25; 
1890,  14  members  were  in  attendance;  and  in  1895  there  were 
nine.40 

The  Haddonfield  school  is  still  in  existence  and  conducts  three 
departments:  Kindergarten,  Primary  and  Grammar. 

There  is  an  annual  enrollment  of  about  80,  25  per  cent  of  whom 
are  usually  members. 

Along  with  other  monthly  meetings  of  the  Philadelphia  Yearly, 
Haddonfield  contributed  to  the  establishment  and  support  of 
Westtown  Boarding  School  in  Pennsylvania.  In  1797  they  re¬ 
corded  that  Haddonfield  Preparative  Meeting  paid  in  £39/18/9 
and  Newton  £  15.41 

i0Ibid.,  6/II/1895.  40Reports  in  minutes  for  above  dates. 

41lbid.,  u/IX/1797. 


Schools  of  Haddorficld  Quarter 


177 


The  attitude  of  Haddonfield  Meeting  was  always  favorable  to 
the  Negroes,  and  they  made  successful  efforts  to  secure  their  free¬ 
dom  and  education.  As  early  as  1760, 

.  .  .  appeared  and  declared  that  he  did  not  know  the  purchasing  of  a  negro 
was  a  breach  of  our  discipline  or  he  should  not  have  done  it  .  .  .  in  confirmaiton 
thereof  he  hath  set  his  hand  to  this  minute  in  the  meeting.42 

Those  who  held  slaves  were  repeatedly  visited  by  members  who 
urged  manumission,  and  stubborn  refusals  were  followed  by  dis- 
ownment.  Religious  meetings  especially  for  the  Negroes  were 
commonly  held,  and,  with  the  establishment  of  special  funds  in 
1790  an  increasing  attention  was  paid  to  their  school  education, 
placing  them  on  a  plane  of  equality  with  other  poor  in  the  neigh¬ 
borhood  who  depended  on  charitable  agencies  for  their  education.43 

Besides  the  “large  school”  at  Haddonfield  under  the  monthly 
meeting  there  were  others  in  the  Western  and  Eastern  districts; 
each  of  these  were  under  the  preparative  meeting  and  were  over¬ 
seen  by  special  committees.44 

The  school  property  deed  in  the  Eastern  District  Delaware 
Township,  went  back  to  1787,  and  the  school  was  in  almost  con¬ 
tinuous  existence  until  1874,  a  part  of  the  time  being  rented  to  the 
District  Trustees  for  $20  per  year.  In  1874  it  was  recommended 
that  the  property  be  sold,  and  the  proceeds  used  to  educate 
Friends’  children,  since  the  district  school  provided  education  for 
all  others.45  From  the  report  of  1880,  however,  it  appears  that 
the  trustees  continued  to  rent  it  to  the  District  : 

The  committee  having  care  of  the  Eastern  District  School  property,  report: 
balance  on  hand  at  last  settlement  29/XII/1874,  $280.79.  Received  rent  for 
dwelling  $125.00;  received  rent  for  school  house  $100.00 — whole  amount 
$5°5-79-46 

We  have  already  noted47  that  Friends  Meeting  was  held  in  1729 
in  a  school  house  near  James  Cooper’s.  This  was  undoubtedly 
one  of  the  six  schools  reported  by  Haddonfield  in  17S8.48  Cfits 
early  history  however,  little  has  been  ascertained.  At  the  separation 

42Ibid.,  14/IV/1760.  43See  Chapter  Nine. 

44Min.  Haddonfield  Prer>.  Mtg.,  7/V/1835  and  4/VI/1835. 

v,Ibid.,  4/II/1874.  46 Ibii .,  1/I/1880.  47page  167. 

480n  June  23,  1804,  the  grandchildren  of  Jacob  Cooper  deeded  lots  156  and 
157  on  which  to  build  a  school  house  and  house  for  a  master.  The  “Academy 
was  built  on  this  lot  but  no  master’s  house  was  erected.’’ — From  Cooper’s 
Sketch  of  Camden ,  54. 


Quaker  Education  in  New  Jersey 


178 

in  1828  the  Orthodox  Friends  retained  the  meeting  house,  while 
the  new  organization  found  shelter  in  Hatch’s  School  (private)  “in 
the  upper  part  of  Camden.”49 

In  1848,  it  is  evident  that  a  school  was  being  maintained  by  the 
new  meeting,  as  they  reported: 


House  formerly  occupied  by  Friends’  School,  Camden,  New  Jersey 

t 

.  .  .  We  have  (been)  giving  attention  during  the  past  year  to  our  school 
and  until  the  1st  of  fourth  month  last  it  was  attended  by  an  average  number 
of  30  scholars  and  taught  by  a  male  teacher,  a  member  of  our  society  and  we 
believe  he  gave  general  satisfaction  to  his  employers;  since  that  time  we  have 
employed  a  female  who  now  has  charge  of  it  and  appears  to  be  well  qualified 
for  the  station.50 

A  year  later  Wm.  Folwell  was  directed  to  insure  the  school  house 
for  -I400,  which  was  done;51  likewise  a  bill  for  printing  circulars 
for  the  school  was  presented  and  paid.  In  1850a  temporary  school 
was  provided  by  allowing  “John.  Willits’  daughter”  to  have  “the 
upper  room  in  the  meeting  house  for  a  school  room,  provided  there 
can  be  a  suffcient  number  of  scholars  raised.”52  A  school  was 


49H.  M.  Cooper:  Hist.  Sketch  of  Newton  Mtg. 
50Newton  (Camden)  Prep.  Mtg.,  8  VI/1848. 
blIhid.,  4/I/1849.  5-Ibid. ,  3/X/1850.. 


Schools  of  Haddoufield  Quarter  179 

probably  continued  under  these  irregular  conditions  until  about 
1874,  when,  .  .  . 

.  .  .  Isaac  C.  Martindale,  Asahel  Troth,  and  Charles  B.  Coles  were  appointed 
to  unite  with  a  similar  committee  of  women  Friends  to  take  into  consideration 
the  advisability  of  establishing  a  school  under  the  care  of  the  Preparative 
Meeting.53 


Present  Friends’  School,  Gamden,  New  Jersey 

This  committee  acted  at  once  and  decided  a  regularly  controlled 
school  should  be  established  in  the  old  school  house  which  had 
been  let  out  to  another: 

Committee  appointed  to  take  into  consideration  the  establishment  of  a 
school  reported  that  it  was  their  opinion  that  such  a  school  could  be  maintained. 
Meeting  received  report  favorably  and  decided  to  establish  a  school  at  earliest 
possible  time  and  the  committee  were  continued  as  trustees  for  the  ensuing 
year. 

This  Meeting  having  been  informed  that  the  school  house  is  at  present  occu¬ 
pied  by  another  person  it  was  decided  that  said  person  be  notified  to  vacate  said 
school  house  on  or  before  the  14th  of  9th  month  next.  Francis  Boggs  was 


b3Ibid.,  1/I/1874. 


1 80  Quaker  Education  in  N ew  Jersey 

appointed  to  notify  said  occupant  of  this  action  of  the  Meeting  and  the  clerk 
directed  to  furnish  him  with  a  copy  of  above  minute  for  that  purpose.54 

A  year  later  a  minute  informed  that  the  school  had  been  in 
operation : 

.  .  .  The  school  was  opened  9th  month  7th  1874;  for  the  term  ending  1st 
mo.  31st  the  whole  number  of  pupils  in  attendance  has  been  28,  the  average 
attendance  being  23 ;  of  the  whole  number  of  pupils  6  are  children  of  members, 
4  have  1  parent  a  member,  other  pupils  18;  with  the  teacher  (who  is  a  member) 
they  regularly  attend  midweek  meeting.  The  receipts  for  tuition  were  $381.- 

56. 55 

In’ 187 5  the  committee  reported  an  attendance  of  37  and  an  aver¬ 
age  attendance  of  22;  in  1881  the  whole  number  enrolled  had  in¬ 
creased  to  44,  though  the  average  attendance  was  but  23.  Seven 
of  those  attending  were  members  of  Friends,  while  seven  others 
had  one  parent  a  member,  and  thirty  were  outsiders.  In  1887 
there  were  68  pupils  and  an  average  attendance  of  47.  The 
minutes  show  that  assistance  was  received  from  Philadelphia 
Yearly  Meeting’s  Committee  on  Education.  Most  of  the  funds, 
however,  were  repaid.56 

In  1895  it  was  decided  to  encourage  the  attendance  of  Friends 
children  at  the  school  by  reducing  “the  regular  rate  in  all  classes” 
to  one-half.57  At  this  time  application  was  also  made  for  assistance 
from  the  “Committee  on  Education  and  Disposition  of  the  Samuel 
Jeanes  Fund.”  Money  was  thus  received  and  expended  for  edu¬ 
cational  purposes  by  Howard  Cooper  who  acted  as  treasurer.58 

The  Camden  School  which  was  reorganized,  as  above  noted,  in 
1874  has  continued  to  the  present  day.  It  now  has  an  enrollment 
of  80  pupils,  about  a  tenth  of  whom  are  members,  and  employs  7 
teachers.  The  school  is  organized  into  Kindergarten,  Primary, 
and  Intermediate  grades.59 

Great  Egg  Harbor  and  Cape  May  Monthly  Meeting 

Great  Egg  Harbor  and  Cape  May  Monthly  Meeting  was  es¬ 
tablished  in  1726  and  discontinued  by  their  request  in  1843.60 

Upon  comparing  the  educational  activity  of  this  monthly  meet¬ 
ing  with  that  of  others  in  New  Jersey  we  find  it  very  slight.  The 

Mlbid.,  29/1/1874.  55 1  bid.,  25/II/1875.  b6Ibid.,  3/III/1887. 

blIbid.,  26/VI/1895.  58Min.  Haddonfield  Mo.  Mtg.,  8/VII/1896. 

59 School  Bulletin ,  1922-23. 

60See  two  volumes  of  Records  at  302  Arch  Street,  Phila. 


Schools  of  Haddotifield  Quarter 


181 


first  mention  of  a  concern  regarding  education  was  upon  the  re¬ 
ceipt  of  the  “observations  on  the  education  of  youth”  from  the 
Yearly  Meeting  in  17 78. 61  Nine  years  later, 

.  .  .  the  request  of  our  Yearly  Meeting  respecting  the  education  of  youth, 
schools,  etc.,  coming  under  consideration  of  this  Meeting  it  appears  necessary 
the  Quarterly  Meeting  should  be  informed  that  we  apprehend  we  are  not  in  a 
capacity  at  present  to  erect  schools  amongst  us,  as  is  directed  by  the  Yearly 
Meeting  .  .  .62 

In  1795  they  acknowledged  receipt  of  proposals  concerning  sub¬ 
scriptions  for  the  “relief  of  the  Ingen  Natives,”  and  in  1797  they 
directed  the  preparative  meetings  to  take  up  subscriptions  for  the 
Westtown  Boarding  School.63  In  1807  they  reported: 

We  have  one  school  taught  by  a  friend  in  membership  and  superintended 
by  a  committee  within  the  compass  of  this  Meeting.64 

The  school  had  a  very  irregular  history  so  far  as  teachers  were 
concerned,  so  far  as  we  may  judge  by  reading  the  answers  to  the 
school  query  from  year  to  year.  In  1814  they  replied  to  this 
query:  “Not  any  of  the  description  queried  after  among  us,”  and 
in  1816  “one  school  taught  by  a  member  and  under  the  care  of  a 
committee  appointed  by  the  Preparative  Meeting.”  In  1817, 
“not  any  school  of  the  description  queried  after.”65  Thus  it  went 
from  year  to  year.  From  1818  to  1843,  at  which  time  the  monthly 
meeting  was  discontinued,  there  was  a  school  or  schools  in  charge 
of  a  committee  and  taught  by  a  member  in  the  following  years: 
1822;  1826,  two  schools;  1827,  1833,  1834,  1838 ;  1839,  two  schools; 
1840,  1841  and  1842.  It  is  possible,  that,  judging  by  similar 
situations  in  other  meetings,  a  school  was  conducted  in  the  other 
years,  looked  after  to  some  extent  by  a  committee,  but  not  visited 
regularly,  due  to  the  fact  that  teachers  were  not  members. 

Evesham  Monthly  Meeting 

This  meeting  was  established  in  1760  by  Haddonfield  Quarterly 
Meeting,  and  continued  to  1884  when  part  of  its  members  were 
attached  to  Medford  and  Chester  monthly  meetings.66  During 
this  period  of  over  a  century,  Evesham  fostered  several  schools 
within  its  limits. 

61Min.  Great  Egg  Harbor  and  Cape  May  Mo.  Mtg.,  7/XII/1778. 

&2Ibid.,  3/IX/1787.  G3Ibid.,  1/V/179 7.  GiIbid.,  6/IV/1807. 

GbIbid.,  7 /III/ 1814;  4/III/ 1816;  3/III/1S17.  G6Records  of  the  Meeting. 


182 


Quaker  Education  in  New  Jersey 


In  1761  the  Preparative  Meeting  of  Evesham  requested  per¬ 
mission  “to  hold  a  meeting  for  worship  in  Bradock’s  School  house” 
and  this  was  often  repeated  and  granted.67  In  1774, 

Friends  appointed  reported  they  had  attended  the  school  house  meeting  to 
good  satisfaction  and  that  they  apprehended  an  enlargement  of  their  meeting 
place  was  necessary;  therefore  .  .  .  members  thereof  are  at  liberty  to  make  an 
addition  or  build  a  new  house  if  they  see  meet.68 

In  1778,  the  meeting  began  to  take  official  notice  of  the  schools, 
in  harmony  with  instructions  received  from  the  Yearly  Meeting: 

And  Josiah  Roberts,  John  Hunt,  John  Roberts,  Isaac  Borton,  John  Collins, 
Joshua  Hunt,  and  Job  Collins,  are  appointed  to  take  the  case  of  schools 
weightily  under  their  care,  agreeable  to  the  direction  of  the  said  extracts.69 

The  next  year  steps  were  taken  to  secure  a  lot  for  the  school: 

The  committee  on  the  care  of  schools  reported  that  they  had  a  prospect  of 
purchasing  a  lott  of  ground  suitable  for  the  purpose,  part  of  John  Evans,  and 
part  of  Benjamin  Haines,  which  was  approved  of  and  they  are  directed  to 
proceed  to  obtain  a  title  to  them,  or  any  three  they  may  appoint  in  trust,  and 
to  forward  subscriptions  to  pay  for  the  same  and  other  services  toward 
completing  the  school.70 

In  1779  the  report  of  the  committee  on  schools  stated  the  situ¬ 
ation  as  follows : 

We  the  committee  appointed  by  the  Monthly  Meeting  of  Evesham  for  the 
regulating  of  schools,  have  many  times  met  and  attended  to  that  service, 
and  agree  to  report  that  we  think  it  needful  there  should  be  first  established  a 
school  at  each  particular  Meeting,  belonging  to  our  Monthly  Meeting  and 
we  have  succeeded  as  far  as  that  a  school  is  opened  at  Chester  Meeting  some¬ 
what  agreeable  to  Friends’  advice,  though  we  have  not  a  prospect  of  procuring 
a  suitable  lot  of  ground  at  that  place  as  yet.  At  Lower  Evesham  we  have  a 
prospect  of  procuring  a  lot  of  ground  convenient  for  that  service,  but  not  a 
teacher.  At  Upper  Evesham  we  have  little  or  no  prospect  of  getting  a  suitable 
lott  of  ground;  also  a  teacher  at  that  place  is  wanting.  We  think  that  a 
more  general  convincement  of  the  necessity  of  such  schools  and  due  attention 
to  so  good  a  work  is  much  wanting,  and  very  much  obstructs  the  works  going 
forward. 

The  former  advice  of  collecting  a  fund  is  not  as  yet  complied  with;  Friends 
in  divers  places  are  not  yet  disengaged  from  former  contracts  with  teachers 

67Min.  Evesham  Mo.  Mtg.,  9/IV/1761. 

6SIbid.,  7/IV/1774.  09 1  bid.,  10/XII/1778. 

70Ibid.,  6/V/1779.  B  appears,  from  deeds  and  papers  at  15th  &  Race 
Streets,  that  a  deed  was  made  4/XII/1779  by  Benjamin  Haines  and  wife  and 
John  Evans  and  wife  to  trustees  for  land  in  Evesham  to  accommodate  a 
public  s .  hool  under  the  care  of  the  Evesham  Monthly  Meeting  and  for  no  other 
purpose.  Not  being  used  for  this  purpose  the  land  reverted  to  former  owners. 


Schools  of  Had  don  fie  Id  Quarter  183 

not  of  our  society  and  some  }^et  continue  to  contract  with  such  to  teach  their 
children. 

•  Signed  by  Lawrence  Webster.71 

In  1781  it  was  agreed  that,  to  forward  schools,  it  would  be  ad¬ 
vantageous  to  place  the  schools,  already  established,  under  the 
care  of  preparative  meetings,  and  from  this  time  onward,  there 
are  reports  returned  by  these  meetings.72  Still  they  maintain 
“there  is  room  for  further  weighty  labor  in  that  respect.” 

In  1783  the  following  report  was  directed  to  be  acted  ujxm. 
It  shows  clearly  the  guiding  influence  of  the  Yearly  Meeting: 

We  the  select  committee  for  the  establishment  of  proper  schools  do  report 
that  we  have  divers  times  met  and  maturely  considered  the  same  and  are 
united  in  judgment  that  the  most  likely  way  to  advance  this  momentous 
concern  appears  to  us,  agreeable  to  the  advice  of  the  Yearly  Meeting,  to 
procure  a  lot  of  ground  sufficient  for  a  school  house,  dwelling  house,  orchard, 
etc.  for  a  teacher,  and  his  family  in  proper  places  so  as  to  take  in  as  large  a 
circle  of  Friends  as  may  be  likely  to  send  to  such  a  school,  in  order  that  our 
schools  may  be  of  annual  duration ;  which  may  be  one  essential  step  to  induce 
well  qualified  teachers  to  undertake  the  task.  And  then,  as  way  may  open,  to 
move  forward  in  building  such  houses,  and  making  the  habitation  of  those 
teachers  as  easy  and  comfortable  as  convenient.  And,  as  soon  as  it  can  be 
done,  to  open  a  subscription  for  those  schools,  the  capital  of  which  to  remain 
on  a  moderate  interest,  first  for  the  schooling  of  Friends  children  who  may 
not  be  in  circumstances  to  pay  therefor  and  the  surplus  of  such  interest  to  be 
applied  to  make  up  the  deficiency  in  the  common  rate  of  education,  whereby  a 
sufficient  support  may  be  secured  for  the  teacher  and  his  family;  and  also 
to  such  other  uses  as  the  trustees  may  think  most  likely  to  advance  the  in¬ 
stitution  which  we  have  thought  should  be  under  the  care  of  the  respective 
Preparative  Meetings  in  the  verge  of  which  it  lies,  and  such  trustees  as  they 
may  annually  appoint  to  oversee  and  direct  the  same.73 

A  few  months  later  the  minutes  of  Evesham  Preparative  Meet¬ 
ing  recorded  the  establishment  of  the  school  under  their  care : 

In  pursuance  of  a  concern  lately  received  amongst  Friends  for  the  benefit  of 
the  rising  generation  with  respect  to  their  school  education  as  recommended 
down  by  the  Yearly  Meeting,  divers  Friends  contiguous  to  this  meeting  have 
opened  a  school  at  the  Meeting  house,  until  a  school  house  can  be  built,  on  a 
lot  of  ground  which  has  lately  been  procured  for  that  purpose,  as  well  as  to 
build  a  house  for  the  residence  of  a  teacher;  and  it  being  apprehended  neces¬ 
sary  that  the  said  school  shall  be  under  the  care  of  a  standing  committee,  the 
following  Friends  (to  wit)  William  Rogers,  Edward  Domell,  Thomas  Ballinger, 
Jr.,  Joshua  Lippincott,  Noah  Haines,  Caleb  Austin,  and  Samuel  Allinson  are 
appointed  to  that  service  by  the  name  of  Trustees  of  Friends  School  near 

71 Ibid .,  9/IX/1779.  72 Ibid .,  8/111/ 1 78 1 .  ™Ibid.,  8/VIII/1783. 


184 


Quaker  Education  in  New  Jersey 


The  Master’s  Dwelling  at  Evesham 


Schools  of  Haddonfield  Quarter 


185 


Evesham  Meeting  House  and  it  is  unanimously  concluded  that  the  said  trustees 
and  their  successors,  shall  have  the  direction  of  the  said  school;  that  they  keep 
the  school  house,  and  dwelling  house  for  the  teacher,  when  built,  in  good  re¬ 
pair;  make  provision  for  the  comfortable  support  of  said  teacher  and  family, 
order  what  may  be  necessary  for  these  purposes,  when  there  is  cash  in  hand, 
when  otherwise  they  are  to  lay  before  this  meeting  an  account  of  the  sum 
wanted,  and  the  occasion,  and  receive  our  advice  therein;  They  are,  from  time 
to  time,  as  occasion  may  require,  to  employ  a  teacher  or  teachers,  and  for 
sufficient  cause  to  them  appearing  to  dismiss  them,  admit  scholars,  and  discharge 
those  who  may  misbehave;  and  make  such  rules  for  these  and  other  purposes 
tending  to  the  good  government  of  the  school  as  they  may  judge  necessary, 
provided  the  same  do  consist  with  this  fundamental  plan.  They  are  to  visit 
said  school  on  the  fifth  day  preceding  the  first  second  day  in  every  month, 
examine  the  progress  made  by  the  scholars  in  their  learning,  and  see  that  good 
order  and  decorum  is  preserved.  The  trustees  for  the  time  being,  shall  ap¬ 
point  a  treasurer  to  whom  by  his  proper  name,  donations  and  bequests  may  be 
made  for  the  benefit  of  the  school,  and  the  same  shall  be  accounted  for  by  him 
to  the  trustees;  he  shall  pay  no  monies  out  of  the  stock  but  to  the  order  of 
the  trustees,  or  any  three  of  them;  and  any  three  of  the  trustees  are  also  suffi¬ 
cient  to  transact  any  other  business  within  their  appointment.  The  trustees 
are  also  to  keep  fair  accounts  of  all  such  donations  and  bequests,  and  a  note 
of  the  terms  if  particular,  on  which  given,  and  apply  the  same  accordingly. 
They  are  to  keep  a  regular  account  of  their  proceedings,  of  their  receipts  and 
payments,  and  the  same  with  such  regulations  as  they  make,  lay  before  this 
Preparative  Meeting  in  the  8th  month  annually,  for  the  sense  of  Friends 
thereon,  at  which  time  the  trustees  are  always  to  be  renewed.  The  trustees 
are  desired  to  transcribe  this  minute  as  the  foundation  of  their  proceedings.74 

In  1784  the  monthly  meeting  records  note  that  a  school  at 
Moorestown  has  been  discontinued ;  that  another  is  likely  to  be 
established  in  Chester  near  Job  Cowperthwaite’s;  and  that  the 
above  named  school  at  Evesham  is  established.75  I11  1785  a  lot 
was  reported  secured  for  a  school  in  Cropwell.76  Two  years  later, 
a  standing  committee  was  named  and  a  plan,  similar  to  the  one 
used  by  Evesham  was  adopted  for  the  control  of  the  school.77 

In  1786  the  report  sets  forth  that  plans  are  in  progress  for 
schools  at  six  points: 

We  may  further  report  that  since  last  accounts  there  has  been  a  lot  procured 
by  Friends  near  Wm.  Matlack’s,  and  a  commodious  school  house  erected 

74Min.  Evesham  Prep.  Mtg.,  6/XI/1783. 

75Min.  Evesham  Mo.  Mtg.,  10/IX/1784. 

76Min.  Evesham  Prep.  Mtg.,  7/IV/1785;  Woodward,  in  the  History  of 
Burlington  County ,  says  that  Cropwell  dates  back  to  1760  when  the  meeting 
was  established. 

71  Ibid.,  7/XII/1787. 


1 86 


Quaker  Education  in  New  Jersey 


thereon;  (2)  another  school  house  near  Chester  Meeting;  (3)  a  lot  procured 
near  Evesham  Meeting,  and  a  dwelling  house  for  a  teacher  erected  thereon; 
(4)  another  lot  and  house  erected  near  Samuel  Allinson’s;  (5)  also  a  lot  for 

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ARTICLES  OF  AGREEMENT  FOR  TEACHERS,  TRUSTEES  AND  EMPLOYEES 
IN  EVESHAM  MONTHLY  MEETING.  RULES  BY  THE  LOWER  MEETINGS 
WERE  MADE  IN  ACCORD  WITH  THESE. 

that,  and  other  purposes  adjoining  meeting  house  lot  at  Upper  Evesham ; 
(6)  also  seeking  to  get  ground  near  Abraham  Engle’s  convenient  for  school 
house,  but  not  fully  completed.78 

78Min.  Evesham  Mo.  Mtg.,  1 1/VIII/1 786. 


Schools  of  Haddonfield  Quarter 


187 


The  chief  difficulties  in  the  way  of  maintaining  these  schools 
were  those  of  getting  teachers,  set  forth  in  the  following  minute: 

We  may  further  add  that  at  present  there  are  several  vacant  school  houses 
at  which  a  competent  number  of  scholars  may  be  procured,  were  there  but 
teachers  well  qualified  to  undertake  therein — the  lack  of  which  we  apprehend 
is  one  principal  reason  why  the  work  is  so  much  impeded.79 

In  1790  Evesham  adopted  a  plan  for  raising  school  funds,  similar 
to  that  already  mentioned  in  the  case  of  Haddonfield,  and  also  used 
at  Upper  Evesham,  based  upon  the  plan  offered  by  the  quarterly 
meeting. 

In  1792,  for  the  better  control  of  the  schools  by  committees,  and 
the  better  order  of  the  school  itself,  two  sets  of  rules  were  produced, 
read,  and  agreed  to  and  a  new  committee  appointed  by  the  Monthly 
Meeting.80 

In  the  same  year,  on  account  of  the  room,  where  the  Evesham 
school  was  held  (in  the  Meeting  House),  being  very  inconvenient 
for  that  purpose,  a  lot  of  ground  was  procured  near  the  meeting 
house  whereon  a  house  was  to  be  built,  and  a  number  were  named 
to  secure  a  deed  for  the  property.81  A  minute  also  indicates  that 
the  school  formerly  proposed  near  Samuel  Evan’s  was  called  the 
Pine  Grove  School.  This  school  was  in  1795  placed  under  the  care 
of  Upper  Evesham  Monthly  and  Cropwell  Preparative  meetings.82 

In  1800  the  following  report  was  produced  for  the  Monthly 
Meeting: 

We  the  committee  .  .  .  inform  that  there  are  six  schools83taught  by  Friends, 

79 Ibid.,  7/IX/1787. 

80Ibid.,  6/I/1792;  Minutes  of  Trustees  of  Evesham  School,  at  302  Arch 
Street,  Philadelphia. 

81Min.  Evesham  Prep.  Mtg.,  9/II/1792. 

82Ibid.,  8/XI/1792;  and  Min.  Evesham  Mo.  Mtg.,  n/XII/1795. 

83The  following  table  gives  a  list  of  school  properties  in  Chester  and  Evesham 
Monthly  Meetings  given  in  Min.  Evesham  Mo.  Mtg.,  10/V/1799. 

Chester 

Date  Conveyed  By  To  whom  Purpose 

Jacob  Hollinshead  John  Warrington  School  lot  at 
15/V/1782  Joshua  Roberts  Joshua  Hunt  Moorestown 

Jonas  Cottell  Hugh  Cowperthwait 

John  Collins  Robert  French 

Edmond  Hollinshead 
William  Roberts 

31/VIII/1784  Job  Cowperthwait  Joshua  Roberts  School  lot  near 

Ann  Cowperthwait  John  Collins  William 

Hugh  Cowperthwait  Matlack’s 
Reuben  Matlack 
Thos.  Thorne 


i88 


Quaker  Education  in  New  Jersey 


three  of  which  are  under  the  direction  of  the  several  Preparative  Meetings, 
all  of  which  have  been  visited  by  some  of  our  number;  and  we  find  there  is 
but  one  kept  up  through  the  year;  that  the  others'  are  kept  up  during  the 
winter  season,  and  that  the  school  house  at  Moorestown  has  been  vacant  a 
considerable  time  for  want  of  a  teacher.  And  we  are  united  in  believing  that 
it  would  have  a  tendency  to  promote  the  design  in  view,  to  encourage  such  of 
our  young  men  as  are  qualified  for  the  undertaking  to  engage  in  the  service 
of  teaching,  that  it  might  render  them  more  useful  to  society  in  other  respects 
and  be  a  benefit  to  themselves. 

Isaac  Snowden.84 

Early  in  1801,  Evesham  Preparative  stated: 

Levi  Ballinger  informed  that  there  was  a  lot  of  ground  procured  of  Uriah 
Barton  in  order  to  erect  a  school  house  and  for  the  use  of  a  school,  by  the 
Friends,  adjacent  thereto  to  be  under  the  care  of  the  Preparative  Meeting.85 

A  committee  was  appointed  to  take  a  deed  for  the  property  and 
ten  months  later,  a  minute  indicated  a  school  was  in  operation 
called  “Lower  Evesham  School.’ ’  Trustees  for  the  school  were 
at  this  time  appointed.86  In  1802  the  school  was  taught  by  Elijah 
Weaver. 


27/VII/1791 


Samuel  Shute 


School  lot  in 
Chester 


3/XII/1797 


3/III/1792 


John  Evans 
Benjamin  Haines 

John  Evans 


16/IX/1789  Abraham  Engle 


School  lot  near 
Evesham  Mtg. 

School  lot  near 

Evesham 

Meeting. 

School  lot  near 
Engle’s  Mill. 


Samuel  Lippincott 
Thos.  Lippincott 
Henry  Warrington 
Wm.  Roberts 
Joseph  Matlack 

Evesham 

Enoch  Evans 
Caleb  Austin 
Robert  Engle 

Gabriel  Davis 
Levi  Ballinger 
Joshua  Sharp 

John  Barton 
John  Engle 
Wm.  Wilkins 
Stacy  Haines 
John  Haines 

In  the  minutes  for  n/II/1803  other  items  of  property  for  schools  are  men¬ 
tioned: 

“25/III/1801,  Uriah  Barton  and  Mary  Barton,  to  Levi  Ballinger,  Job 
Borton,  Joshua  Sharp,  Joseph  Haines,  John  Barton,  Isaac  Ballinger,  a  lot  for 
the  use  of  a  school  to  be  under  the  care  of  Friends. 

1/I/1802,  William  Wilkins  and  Sarah  Wilkins  to  Bethuel  Moore,  Cyrus 
Moore,  Joshua  Mason  and  John  Engle,  for  the  use  of  a  school  and  othe  pur¬ 
poses  of  Friends. 

Again,  n/XII/1812,  property  is  conveyed  by  Wm.  (Hewlings?)  and  Lydia 
Hewlings  to  Wm.  Haines,  Abram  Haines,  John  Haines,  John  Jessup  and  Job 
Collins,  for  the  use  of  a  school  to  be  under  Evesham  Preparative  Meeting.” 

84Min.  Evesham  Mo.  Mtg.,  7/III/1800. 

85Min.  Evesham  Pep.  Mtg.,  5/  I/1801. 


™Ibid.,  10/XII/1801. 


Schools  of  Haddonfield  Quarter  189 

In  1801  we  find  the  following  interesting  comment  on  girls' 
schools : 

And  we  likewise  think  Girls  Schools  would  be  necessary  where  men  teachers 
discontinue  in  summer,  and  a  female  as  usher  in  steady  schools,  at  times,  who 
might  teach  needlework  and  obviate  the  necessity  of  girls’  going  from  such 
schools,  to  others,  to  learn  that  art. 

And  we  belive  it  would  remedy  much  inconvenience,  if  boys  and  girls  were 
not  allowed  to  play  together  in  times  of  relaxation  from  business,  but  each 
have  proper  bounds  allotted  them.  Caleb  Atkinson 

Levi  Ballinger.87 

From  a  report  of  1802  it  appears  little  success  had  been  met  with 
in  establishing  homes  for  schoolmasters  as  ‘"there  is  but  one  house 
erected  for  that  purpose”  though  there  were  five  good  school 
houses  under  the  care  of  the  preparative  meetings.88 

After  the  separation  in  1827  the  number  of  schools  controlled 
by  the  Orthodox  Friends  decreased.  In  1835  we  have  the  following 
report : 

We  have  visited  our  schools  both  for  summer  and  winter  and  find  nearly  all 
the  children  of  our  members  have  the  opportunity  of  attending  Friends’  schools. 

We  have  within  the  compass  of  this  Monthly  Meeting  57  children  of  an  age 
to  go  to  school,  only  2  of  which  have  been  at  schools  not  taught  by  members, 
3  have  been  at  Westtown,  and  the  remaining  52  at  our  schools  under  the  care 
of  the  Preparative  Meetings. 

We  have  one  school  at  Easton,  one  at  Evesham,  during  the  year;  also  at 
Evesham  a  small  school  for  girls  during  the  winter  season,  all  which  are  taught 
by  members  and  visited  by  committees  of  the  Preparative  Meetings.  The 
Scriptures  have  been  daily  read  in  them  during  the  past  year,  and  we  are 
encouraged  to  believe  there  is  an  increasing  concern  with  Friends  to  promote 
the  guarded  religious  education  of  the  youth,  and  encourage  ther  instruction 
in  the  scriptures  and  the  doctrines  of  Friends. 

Job  Haines,  Joseph  Borton,  Bathsheba  Roberts,  and  Patience  Engle.89 

Only  in  rare  cases  is  there  a  continuous  record  extant  of  an 
individual  school,  which  covers  any  considerable  period  of  time. 
In  the  instance  of  Evesham  School  we  have  a  record  of  the  school 
trustees  from  1785  to  1840  from  which  some  details  of  its  history 
may  be  obtained.  Some  extracts  from  their  proceedings  are  here 
included  as  they  give  the  best  picture  of  the  school  obtainable  at 
this  date. 

In  1796  they  report: 


87Min.  Evesham  Mo.  Mtg.,  10/IV/1801. 

88Ibid.,  5/III/1802.  8*Ibid.,  9/I/1835. 


Quaker  Education  in  New  Jersey 


190 

We  heard  the  scholars  go  through  their  several  exercises  to  our  satisfaction — ■ 
and  at  the  close  of  the  school,  the  rules  of  said  school  were  read  and  divers 
remarks  made  to  the  children,  according  to  what  is  mentioned  in  said  rules 
for  their  further  improvement,  as  we  find  some  improvement  made  in  said 
school  by  the  scholars  since  last  month.90 

In  1797, 

Four  of  the  trustees  present  and  examined  the  writing  books,  where  some 
improvement  was  observed.91 

That  trustees  showed  some  regard  for  the  feelings  of  a  beginning 
teacher  is  evident  from  the  following: 

25/IV/i8io  Ambrose  Chapman  opened  school  for  one  year  and  next  day 
being  visitation  day  the  trustees  adjourned  by  request  of  the  teacher  for  one 
week. 

In  1814, 

1  month  27  day  1814  Being  visitation  day  and  all  the  trustees  were  present 
and  examining  several  branches  of  larning  and  wher  satfied  with  the  improve¬ 
ment.  No.  of  scholars  62. 

In  1817, 

At  a  visitation  the  3  mo/27/1817,  Three  of  the  trustees  heard  the  children 
gowe  through  the  Several  branches  of  Learning  to  Satisfaction.  Schollers  33. 

At  a  Visitation  7  mo.  22  two  of  the  trustees  present  heard  the  Children  read 
and  spell  to  satisfaction. 

The  following  is  the  final  report  of  the  Trustees  relating  to  the 
school  in  1840. 

We  the  trustees  appointed  to  the  care  of  Evesham  School  report  that  the 
school  has  been  taught  by  Henry  Haines  about  2  months,  by  Mary  Ann 
Li ppincott  about  4JA  months,  and  is  at  present  taught  by  Jacob  Roberts; 
the  average  number  of  scholars  about  23.  The  school  has  been  visited  monthly 
by  some  of  the  trustees,  and  we  believe  was  conducted  in  an  orderly  manner 
by  the  above  named  teachers;  and  the  scholars  have  conducted  orderly  as  far 
as  appears.  There  are  $300  school  fund  at  interest  at  the  control  of  the 
Preparative  Meeting;  and  the  Separatists  continue  to  keep  in  their  hands 
8212,  exclusive  of  interest.  After  receiving  the  rent  of  the  frame  school 
house  and  lot  and  the  interest  on  the  $300  we  believe  there  will  sufficient 
to  clear  the  school  of  debt. 

Signed  on  behalf  of  the  trustees, 

John  Needles  Jr. 

Mary  R.  Jessup 

The  above  report  was  read  in  Preparative  Meeting  and  the  following  named 
Friends  were  appointed  trustees  for  the  ensuing  year:  Benjamin  M.  Haines, 
William  Jessup,  David  Darnell,  Clayton  Collins,  John  Needles  Jr.,  Mary 

"Min.  Evesham  School  Trustees,  1796,  p.  9.  0lIbid.,  16/XI/1797. 


Schools  of  Haddonfield  Quarter 


191 

Jessup,  Ann  Darnell,  Anner  Haines,  Sarah  Ann  Troth,  Kezia  Haines,  and  Lydia 
Needles — 'Jacob  Lishman  is  continued  treasurer.  1  mo.  23rd  1840,  three  of 
the  trustees  attended  at  the  school;  32  scholars  present.  John  Needles  Jr. 
is  continued  clerk  of  the  trustees. 

The  tenure  of  teachers  was,  almost  without  exception,  of  brief 
duration.  In  1798  the  trustees  report  states  the  school  has  been 
kept  open  “the  most  part  of  the  year  under  the  tuition  of  several 
teachers.”92  In  1834,  “the  school  has  been  taught  .  .  .about  2 
months  by  Benjamin  M.  Haines,  and  about  7  months  by  Hannah 
Gillingham,  and  at' present  by  William  R.  Lippincott.”93 


92Ibid.,  9/VIII/1798. 

nIbid.,  2/I/1834;  The  following  is  a  list  of  teachers  mentioned  from  1796 
to  1840: 

school  was  concluded  from  under  the  care  of  James  Griffiths, 
school  opened  under  Wm.  Wood, 
school  opened  under  care  of  John  Jones, 
opened  under  care  of  Abigail  Hunt. 

(3 /V/ 1 7 98  school  was  visited  by  1  trustee  and  several  Women 
Friends,  who  were  well  satisfied.) 
again  opened  under  John  Jones, 
school  opened  under  James  Heminway 
school  at  this  time  had  about  22  scholars,  29/VIII/1799, 


1796 
18/IX/1796 
16/XI/1797 
9/IV/1798 


27/X I/1798 
15/IV/1799 


27/XI/1799  were  43  scholars. 


V/  /1805 

18/X/1807 

25/IV/1808 

25/IV/1810 

31/XII/1812 

1814 

2/I/1817 

5/X/1818 

25/VIII/1820 

24/IV/1820 

X/1820 

2/II/1820 

.3/I/1822 

2/ I/1823 

n/XI/1825 

25/III/1826 

27/XI/1826 

Between  25/in 

23/IV/1827 

26/XI/1827 

23/IV/1829 

30/XII/1830 


Hemingway  seems  to  have  been  employed  from  1799-1805. 
Ellin  Atkinson  opened  school  and  continued  3  months. 
Hemingway  again  taught  in  1806. 

Benjamin  Lippincott  opened  school. 

Jesse  Williams  opened  school  to  9/III/1810. 

Ambrose  Chapman  (part  of  year  in  1812). 

Josiah  Evans  “Taught  remainder  of  the  year.” 

both  Evans  and  Chapman  taught  and  5  months  under  the 

tuition  of  a  female. 

Edward  Bullock 

Joshua  Stevenson  commenced  teaching. 

Joshua  Stevenson  “adjourned  the  school.” 

Elizabeth  Borton  opened  school. 

Elizabeth  Borton  closed  school. 

John  Thornton  opened  school. 

Ellis  Comfort  mentioned  as  having  taught  for  some  months 
past. 

2  months  by  Jacob  Lishman;  7  mos.  by  Abigail  C.  Bedford; 
2  mos.  by  Wm.  W.  Burr. 

Benjamin  Buckman  opened  school. 

Benjamin  Buckman  closed  school. 

David  Hunt  opened  school, 
and  27/XI  Rebecca  Engle  taught  for  6  months. 

Joshua  Haines  opened  school. 

Benjamin  Buckman  opened  school. 

Amy  Haines  opened  school. 

Ann  Sykes  7  mos.  of  past  year. 


192 


Quaker  Education  in  New  Jersey 


The  items  in  trustees’  reports,  dealing  with  the  number  of  pupils 
attending,  show  that  attendance  fluctuated  between  great  extremes; 
but  that,  in  general,  attendance  in  mid-winter  was  largest,  falling 
away  in  summer  months.  Some  reports  for  summer  months, 
however,  show  record  breaking  attendance.  Below  is  given  the 
record  of  attendance  over  a  few  years.94 


3/I/1833  Mary  H.  Cooper  6  mos.  of  past  year,  and  four  months  by 

Benjamin  Haines. 

The  30th  of  3rd  month  Summer  School  opened  this  week  under  the  tuition 
of  Hannah  Gillingham.  Present  3  men  and  four  women. 
Number  of  scholars  22. 

William  R.  Lippincott. 

“There  is  one  lately  commenced  by  Rebecca  Glover.” 
”...  school  held  at  the  brick  house  taught  by  Henry  Haines.” 
(At  this  time  there  were  two  schools  one  in  a  brick  house 
and  another  in  the  frame  house.) 

Phebe  Williams  taught  summer  school. 

Samuel  Haines,  3  mos.  past 
Amy  Borton,  7  months  past. 

Mary  Ann  Lippincott  for  4^2  months  past. 

Jacob  Roberts  at  present  teacher. 


2/I/1834 

31/XII/1835 

27/XII/1836 


XII/1837 

3/I/1839 

26/XII/1839 
2/I/1840 


94Collected  from  reports  of  the  school  trustees,  1799-1811 


29/VIII/I799 . 

. 22 

3/V . 

. 21 

3/x/ . 

. 27 

2  /  V 1 1 1  / . 

. 20 

3i/X/ . 

. 27 

30  VIII/ . 

. 22 

27 /XI . 

. 43 

29  XI/ . 

. 28 

2/I/1800 . 

. 39 

3/1/1805 . 

. 30 

30/1/ . 

. 43 

28/11/ . 

. 39 

27/II/ . 

. 32 

3/X/ . 

. 26 

3/1 V/ . 

. 24 

3i/X/ . 

. 25 

28/VIII/ . 

. 28 

28/XI/ . 

. 25 

1 /I/1801 . 

. 26 

2/I/1806 . 

. 48 

29/I/ . 

•  ■  •  - . 42 

23/I/ . 

. 50 

26/II/ . 

. 36 

23/V/ . 

. 19 

2/ IV/ . 

. 25 

25/I/1810 . 

. 46 

30/ VII/ . 

. 29 

22/II/ . 

. 51 

3/IX/ . 

3/V,/ . 

. 77 

i/x/ . 

. 36 

24/V/ . 

. 74 

3 /XII/ . . 

. 39 

2 1 /VI/ . 

. 62 

3 1 /XII/ . 

•  •  •  •  . . 40 

26/VII/ . 

. 62 

28/I/1802 . 

. 50 

23 /VIII/ . 

. 62 

30/IX/ . 

. 29 

20/IX/ . 

. 47 

28/X/ . 

. .  •  •  -  30 

25/x/ . 

. 38 

30/XII/ . 

. 35 

22 /XI/ . 

. 30 

1/IX/1803 . 

. 23 

27/XII/ . 

. 43 

29/IX/ . 

. 28 

24/I/181 I . 

. 70 

3/XI/ . , . 

. 23 

21/11/ . 

. 57 

29/X I I/1804  . 

. 33 

21/111/ . 

. 47 

2/II/1804 . 

. 43 

25/1 V/ . 

. 55 

i/III/ . 

. 35 

23/V/ . 

. 60 

27/III/ . 

. 27 

i /VIII/ . 

. 47 

22 /VIII/ . 

. 5i 

Schools  of  Haddonfield  Quarter 


i93 


Up  to  the  middle  of  the  nineteenth  century  children  at  Evesham, 
almost  without  exception,  attended  Friends’  schools.  After  that 
time  (1)  the  number  of  members  of  age  for  school  declined  until 
by  the  end  of  the  century  there  were  but  few  of  age  to  attend  school, 
(2)  the  number  at  district  schools  tended  to  increase,  and  conse¬ 
quently  (3)  the  preparative  meetings’  schools  were  discontinued. 
The  following  table95  sets  forth  the  facts  concerning  this  decline 
and  the  dispersion  of  children  into  different  schools. 


TABLE 

10  0 

to  0 
X>  X 

10 

vO 

X 

0 

x 

to 

t". 

X 

O 

X 

X 

10 

X 

X 

HH 

O 

ON 

X 

HH 

10 

ON 

X 

0 

w 

QN 

b-i 

34  36 

35 

2 1 

12 

12 

19 

l6 

1 1 

9 

3 1  2  5 

19 

4 

3  9 

6 

7 

2 

2 

by 

7 

3 

4 

2 

7 

8 

8 

I 

I  I 

6 

1 

1 

1 

1 

Children — how  situated 

Of  age  for  schooling 
At  Prep.  Mtg.  schools 
At  Westtown 
District  Schools 
Deaf  &  Dumb  Inst.  Phila. 

Select  Sch.  taught  by  member  1  2 

Not  attending  1  1 

Select  school  not  taught  by  member  1  1 

Friends’  Select  School,  Phila.  2  1 

Family  Schools  under  Friends  6 

Not  accounted  for  1 

At  schools  under  care  of  Friends  7  6 

Moorestown  Friends’  Academy  2  3 

Boarding  School  not  under  Friends  1 

Returning  now  to  1827,  we  find  that  at  the  separation  a  part  of 
the  school  funds,  amounting  to  $2 12.00  was  in  the  hands  of  the 
“Separatists,”  and  some  schools  were  continued  under  their  care. 
In  1848,  we  learn  from  the  women’s  minutes  that: 


The  trustees  of  Evesham  Lower  School  produced  a  report  that  there  had 
been  a  school  taught  six  months  by  Abigail  Eldridge  and  visited  by  the  Com¬ 
mittee.  The  Meeting  unites  with  continuing  the  same  committee  with  the 
addition  of  Deborah  Warrick’s  name.06 


Again  in  1859, 

The  situation  of  center  school  house  claiming  the  attention  of  this  meeting, 
Pemberton  Borton,  Wili  am  D.  Rogers  and  John  H.  Dudley  are  appointed 


05Compiled  from  the  Min.  Evesham  Mo.  Mtg.  for  the  dates  mentioned. 
96Min.  Evesham  Prep.  Mtg.,  Women  Friends,  (H. ) ,  28/XI/1848. 


194 


Quaker  Education  in  New  Jersey 


to  take  charge  of  it  and  do  as  in  their  opinion  may  seem  best  and  report  to  this 
meeting  when  prepared.97 

By  1864  the  “Lower  Evesham  School”  had  become  defunct: 

There  has  been  no  school  taught  since  last  report,  and  there  is  no  prospect 
of  any;  We  therefore  recommend  the  sale  of  the  property. 

There  is  a  balance  in  the  treasurer’s  hands  of  eight  dollars  and  ninety-five 
cents  .  .  .  which  was  satisfactory  to  the  meeting,  and  after  a  free  expression 
of  sentiment  it  was  the  judgment  of  this  meeting  to  authorize  the  trustees  of 
said  school  property  to  offer  it  at  public  or  private  sale  and  transfer  the  pro¬ 
ceeds  thereof  to  the  treasurer  of  said  meeting  for  its  use,  and  report  when 
prepared.98 

In  the  answers  to  questions,  sent  in  to  the  Educational  Committee 
of  the  Yearly  Meeting  in  1875  we  have  a  statement  of  the  causes 
for  the  discontinuance  of  schools  at  that  place. 

The  Friend  appointed  at  last  Meeting  to  frame  answers  to  the  questions 
produced  the  following  which  was  read,  united  with  and  Wm.  D.  Rogers  ap¬ 
pointed  to  forward  them  to  the  Clerk  of  the  Educational  Committee. 

1.  We  have  no  school  under  the  care  of  our  Meeting. 

2.  There  are  10  children  of  suitable  age  to  attend  school,  that  are  members 
of  our  meeting;  8  that  have  one  parent  a  member. 

3.  The  children  are  so  isolated  that  they  could  not  attend  any  one  school, 
and  not  sufficient  members  to  support  one,  there  being  a  good  public  school 
in  the  immediate  vicinity  of  the  Meeting;  therefore,  any  assistance  that  the 
Committee  would  be  likely  to  give  would  not  support  a  school. 

4.  There  is  no  school  under  the  care  of  our  Monthly  Meeting.99 

Easton  School 

Easton  Preparative  Meeting  was  not  established  until  1810. 
The  first  minute  bears  the  date  26/IV/1810,  but,  though  the 
Easton  School  was  already  in  operation  its  trustees’  reports  were 
presented  to  the  older  meeting  at  Evesham.  On  23  /I/1812  their 
report  was  first  brought  before  the  Easton  Preparative  Meeting. 

Easton  School  dates  back  to  the  very  beginning  of  the  century. 
In  1801, 

Bethewel  Moar  (More  ?)  informed  that  William  Wilkins  was  disposed  to 
convey  a  lot  of  ground  for  the  use  of  a  school  and  other  purposes,  to  be  wholly 
under  the  care  and  direction  of  this  Preparative  Meeting,  the  following  Friends 
to  take  a  title  for  the  said  lot  and  to  execute  a  declaration  of  trust :  Bethewel 
Moar.  Joshua  Mason,  Cyrus  Moar,  and  John  Engle  .  .  .10° 

97Min.  Evesham  Prep.  Mtg.,  (H.),  1/XI/1859. 

08Ibid.,  26/I/1864.  09Ibid.,  27/VII/1875. 

100Min.  Evesham  Prep.  Mtg.,  8/X/1801. 


Schools  of  Haddonfield  Quarter 


i9S 


In  1803, 

This  meeting  was  informed  that  Friends  have  built  an  house  suitable  for  a 
school  house  on  a  lot  of  ground  deeded  by  William  Wilkins  for  that  purpose, 
to  be  known  by  the  name  of  Easton  school  house  and  request  that  trustees 
be  appointed,  which  was  united  with  and  .  .  .  appointed:  William  Wilkins, 
John  Engle,  Samuel  Roberts,  Bethewel  More  and  Stephen  Morris;  and  Wm. 


QUAKER  SCHOOL  AT  EASTON  MEETING 

Wilkins  is  appointed  treasurer,  who  are  to  report  their  care  in  the  8th  month 
next,  the  day  of  visitation  to  be  the  second  day  following  each  monthly 
meeting.101 

The  above  named  trustees  made  report  on  the  school,  in  the 
year  following: 

We  the  trustees  of  Easton  School  agree  to  report  that  we  have  generally 
attended  to  our  appointment  and  visited  the  school  monthly. 

We  believe  there  was  a  good  degree  of  order  and  decorum  preserved  in  the 
school  during  its  continuance  which  was  six  months  in  the  year. 

(Signed  for  the  trustees  by  Samuel  Roberts)102 


101  Ibid.,  8/ IX/ 1 803. 


102Ibid.,  9/VIII/1804. 


196 


Quaker  Education  in  New  Jersey 


In  1806  a  lot  was  secured  for  the  benefit  of  Easton  School,  being 
deeded  by  William  Wilkins  and  Sarah  Wilkins  to  Joseph  Haines, 


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THE  DEBIT  SIDE  OF  THE  EASTON  SCHOOL  ACCOUNTS  IN  1 83  I 


Obadiah  Engle,  John  Engle  and  John  Borton  for  that  “and  other 
religious  purposes  of  Friends  and  no  other  use  whatsoever.’’103 

103Min.  Evesham  Mo.  Mtg.,  5/II/1808;  for  other  property  see  also  a  deed 
at  15  &  Race  Streets  (packet  of  Papers  in  Haddonfield  Box)  dated  15/IV/1847, 
giving  land  for  use  of  Easton  School. 


Schools  of  Haddonfield  Quarter 


197 


Besides  the  regular  means  of  support — subscriptions — the  school 
benefited  in  two  ways  considerably :  In  1825  Obadiah  Engle  ac- 


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THE  CREDIT  SIDE  OF  THE  EASTON  SCHOOL  ACCOUNT  BOOK  IN  1 83 1 

knowledge  receipt  of  $500,  being  the  payment  of  a  legacy;  and 
after  1836,  there  are  frequent  items  of  money  received  from  the 
state  school  fund.104 


104Easton  School  Treasurer's  Account  Book. 


Quaker  Education  in  New  Jersey 


198 

The  following  is  a  typical  report  of  the  Easton  Trustees  in  the 
.early  part  of  the  century: 

The  trustees  of  Easton  School  agree  to  report  that  we  have  mostly  attended 
to  our  appointment  and  visited  the  school  monthly  to  general  satisfaction, 
during  its  continuance,  which  was  about  6  months.  Josiah  Evans,  teacher. 
N.  B.  There  has  been  a  school  in  said  school  house  three  months  taught  by 
Elizabeth  Conrow  and  visited  by  women  trustees.105 

By  mid-century  a  few  changes  are  to  be  noticed :  a  longer  school 
term;  women  teaching  longer  terms;  and  men  teaching  shorter 
terms.  The  following  is  typical  for  this  later  period: 

The  trustees  of  Easton  school  report  that  there  has  been  a  school  taught 
in  said  house  about  9  months  of  the  past  year — about  three  months  of  the  time 
taught  by  male  teachers,  and  visited  by  men  trustees  to  general  satisfaction. 

Also  six  months  taught  by  a  female  and  visited  monthly  by  Women  trustees 


to  general  satisfaction. 

The  amount  of  the  fund  at  interest  is  $735.00 

Interest  due  not  paid  21.00 

Balance  on  Hand  12.66 


Making  in  all —  768.66 

Signed  on  behalf  of  the  trustees. 


Nathan  Roberts,  Benjamin  Roberts.106 

In  the  early  part  of  the  century  male  teachers  are  usually  re¬ 
corded  as  teaching  about  6  months  of  the  year;  the  women,  usually 
a  three  months  term.  In  the  middle  of  the  century  women  teach 
six  months  and  more;  while  male  teachers  are  employed  often 
for  not  more  than  three  months.  In  1850  the  school  report  stated 
the  school  had  been  taught  for  eleven  months,  3  months  by  a  male, 
and  8  months  by  a  female  teacher.107  In  1872  the  school  was 
carried  on  for  9  months,  4  months  by  a  male  and  the  rest  by  a  female 
teacher.108 

105Min.  Easton  Prep.  Mtg.,  23/I/1812. 

10eIbid.,  27/I/1842.  107Ibid .,  26/XII/1850. 

106Ibid.,  25/I/1872;  The  following  is  a  list  of  teachers  mentioned  at  Easton 
School,  1813-1870,  gathered  from  minutes  of  Easton  Prep.  Mtg.,  and  Ac¬ 
count  Book  of  Treasurer  of  Easton  School. 


Date 

Name 

21/I/1813 

Josiah  Evans 

Samuel  C.  Atkinson 
Elizabeth  Conrow 

27/I/1814 

Allen  Moore 

26/I/1815 

Charles  Moore 

25/I/1816 

Job  Roberts 

21/I/1819 

Aron  Quicksal  8  mo. 

Schools  of  Haddonfield  Quarter 


199 


Between  1872  and  1878  the  preparative  meeting  minutes  make 
no  mention  of  a  school  being  kept.  In  1878  a  financial  statement 
was  rendered,  but  there  is  no  indication  that  a  school  had  been 
operated  by  the  meeting.  The  amount  of  the  school  fund,  how¬ 
ever,  was  $108 1. 2 2. 109 


21/I/1819 
27/I/1820 
22/I/1824 
23/VI/1824 
5/I/1825 
2 1/III/1825 
28/X/1825 
26/I/1826 
1826 

13/IX/1827 

18/I/1828 

31/IV/1828 

28/III/1829 

15/IX/1830 

25/I/1832 

31/III/1834 

29/VIII/1834 

1836 

1836 

1840 

1840 

1842 

1842 

1843 
1944 


Rhoda  Collins  3  mo. 

Beaulah  Matlack  3  mo. 

Cornwall  Stephenson  and  Charles  Moor 

Charles  Moore 

Mary  E.  Haines 

Joseph  E.  Haines 

Abigail  B orton 

Abigail  Borton  6  mos. 

Henry  Worrington  (The  Remainder.) 

Henry  D.  Worrington  (Warrington?) 

Jacob  Buckman  &  his  wife  Elizabeth 

Benjamin  Roberts 

Camel  (Cornwall?)  Stevenson 

Lucy  Page 

Martha  Warrington 

Sarah  Ann  Engle 

Barclay  Haines 

Henry  W.  Lippincott 

Julianna  Powell 

Samuel  R.  Wilkins 

Abigail  Eldridge 

Edith  Buzby 

Clayton  Brown 

Rachel  Eldridge 

Nathan  L.  Engle 


1846 

1846 

1847 

1848 

1849 
1849 

1851 

1852 

1854 

1855 

1856 

1858 

1859 

1861 

1861 

1862 

1863 
1865 
1870 
1870 

109  Ibid., 


Ann  Prickett 
Ezra  Engle 
Julianna  Powell 
Jacob  Roberts 
Joseph  H.  Borton 
Hannah  B.  Lishman 
Mark  H.  Buzby 
Lucy  Ann  Burr 
Robert  B.  Engle 
Anna  Estlack  (Eastlack?) 
A.  S.  Haines 
Mary  L.  Buzby 
Clayton  L.  Brown 
vSarah  Eastlack 
Samuel  L.  Moore 
Wm.  B.  Endicott 
Rebecca  W.  Kite 
Susanna  H.  Engle 
Henry  H.  Wilkins 
E.  E.  Roberts 
24/I/1878. 


200  Quaker  Education  in  New  Jersey 

Medford  Monthly  Meeting 

In  1760,  upon  request  of  Friends  situated  at  Upper  Evesham,  it 
was  permitted  by  the  Evesham  Meeting  that  a  meeting  for  worship 
be  held  “at  the  school  house  near  Robert  Braddock’s.”  This  was 
an  indulged  meeting  until  1774,  when  they  requested  advice  con¬ 
cerning  the  “enlargement  of  their  meeting  place.”  Upon  advice 
of  Evesham  it  was  enlarged,  and  the  Preparative  Meeting  of  Upper 
Evesham  created  in  1784.  Ten  years  later  the  Monthly  Meeting 
of  Upper  Evesham  was  created,  composed  of  the  preparative  just 
mentioned  and  that  at  Cropwell.  Since  1850  the  Monthly  Meet¬ 
ing  has  been  called  Medford.11*0 

Several  years  before  the  creation  of  the  Preparative  Meeting  at 
Upper  Evesham  some  efforts  had  been  made  to  secure  land  for  a 
school  but  “little  or  no  prospect  of  getting  (it)”  was  reported,  and 
also  that  “a  teacher  at  that  place  is  wanting.”111 

In  spite  of  these  obstacles,  however,  “schools”  were  established, 
and  in  1783, 

The  following  Friends  were  appointed  to  have  the  oversight  of  the  schools 
kept  by  Friends  within  this  Preparative  Meeting,  to  wit:  Joshua  Owen,  Joseph 
Wilcox,  John  Haines,  and  Jobe  Collins,  who  are  desired  to  attend  to  that 
service,  and  report  their  care  therein  to  a  future  Meeting.112 

In  1786  a  committee  was  at  work  to  secure  a  lot  for  the  school, 
and,  after  several  months  service,  reported  they  had  purchased  4 
acres  of  ground  of  Cornelius  Bramin,  adjoining  the  meeting  house 
lot,  paying  for  the  same  £  12  per  acre.113  This  lot  having  been 
secured,  a  school  was  conducted  under  superintendance  of  a  com¬ 
mittee,  though  “not  kept  to  so  much  satisfaction  as  could  be  de¬ 
sired,  yet  we  believe  there  is  encouragement  for  further  labor;” 
the  committee  further  deprecates  the  “want  of  the  masters  and 
employers  more  fully  uniting  with  (it)  in  that  necessary  work.”114 
However,  a  year  later,  they  find  “the  school  in  reasonable  good 
order  in  the  general,  and  some  considerable  improvement  in  school 
learning.” 

In  1792,  in  accord  with  suggestions  made  previously  by  higher 

110Record  of  the  several  meetings;  also,  Michener:  Retrospect  of  Early  Quak¬ 
erism,  Hazard:  Register  of  Pa.,  VII,  101-2  and  Bunting:  List  of  Records,  84b 

mMin.  Evesham  Mo.  Mtg.,  9/IX/1779. 

112Min.  U.  E.  Prep.  Mtg.,  4/VI/1783. 

™Ibid.t  3/V/1786.  ^Ibid.,  9/I/1788  and  9/IV/1788. 


Schools  of  H  addon  field  Quarter 


201 


meetings,  the  following  plan  is  recorded  for  unifying  the  funds  for 
school  support  in  Upper  Evesham: 

We  the  committee  appointed  to  consider  of  a  plan  for  a  uniformity  on  the 
right  settlement  of  schools  in  proper  places,  and  raising  funds  therefore,  do 
report  that  we  have  all  met,  maturely  deliberated  on  the  subject  and  are  gen¬ 
erally  of  the  mind  that  it  may  be  best.  First,  that  the  Monthly  Meeting 
should  have  a  standing  committee  under  that  concern  which  should  be  renewed 
annually  at,  or  soon  after  the  receipt  of  the  extracts,  who  should  visit  the  schools 
approbated  and  established  by  the  respective  preparative  meetings  and  advise 
and  assist  in  establishing  them  in  proper  places,  when  called  upon,  and  make  a 
clear  report  to  the  Monthly  Meeting  which  precedes  the  Quarterly  Meeting 
in  the  9th  month  annually,  of  the  general  state  of  schools,  each  of  which 
schools  should  by  a  minute  of  the  Preparative  Meeting  have  a  competent 
number  of  Friends  appointed  as  trustees  and  a  treasurer  with  powers  given 
them  as  in  the  following  essay  of  a  minute,  to  wit: 

At  a  Preparative  Meeting  at  Upper  Evesham,  First  month,  fifth,  1791,  It 
appearing  necessary  that  the  school  house  and  school  at  Upper  Evesham  wholly 
belonging  to  Friends  should  be  under  the  care  of  a  standing  committee,  the 
following  Friends  viz.:  John  Haines,  Job  (Prikitt  ?),  Job  Collins,  Laurence 
Webster,  and  Joseph  Wilcox,  are  appointed  to  that  service,  by  the  name  of 
Trustees  of  Friends  School  at  Upper  Evesham  and  Barzillai  Braddock,  is  also 
appointed  Treasurer  to  the  said  school,  to  whom,  by  his  proper  name  or  name 
of  office,  donations  may  be  made  by  last  will  or  otherwise,  for  the  benefit  of 
said  school,  and  the  same  shall  be  accounted  for  by  him  to  the  trustees.  He 
shall  keep  fair  accounts,  and  a  note  of  the  terms  of  such  donations,  if  particular, 
in  order  that  they  may  be  applied  accordingly  and  shall  pay  no  money  out 
of  the  stock  without  the  approbation  of  the  trustees. 

And  it  is  agreed  that  the  trustees  for  the  time  being  shall  have  the  care  of 
the  said  school,  keep  the  buildings,  which  are,  or  may  be  provided  for  schools 
or  residence  of  the  teachers,  in  good  repair;  make  provision  for  the  comfortable 
support  of  said  teachers,  order  the  necessary  expenditures  when  they  have 
cash  in  hand  for  these  purposes  and  if  difficulties  occur,  respecting  the  raising 
of  more  when  wanted,  or  in  any  other  matter,  they  are  to  lay  the  same  before 
this  meeting  and  receive  our  advice  thereon;  they  are  to  employ  teachers 
who  are  always  to  be  approved  members  of  our  Society,  and  for  sufficient 
cause  dismiss  them;  admit  scholars  and  discharge  those  who  may  misbehave; 
and  make  such  rules  for  these  and  other  purposes  tending  to  the  good  govern¬ 
ment  of  the  school  as  they  may  judge  necessary,  provided  the  same  be  not 
repugnant  to  this  fundamental  plan,  or  the  minutes  of  our  Yearly  Meeting. 
They  are  to  visit  the  said  school  on  the  first  fourth  day  following  the  Monthly 
Meeting  in  each  month  at  the  usual  school  hour,  examine  the  progress  made  by 
the  scholars  in  their  learning,  and  see  that  good  order  and  decorum  is  preserved. 
The  number  of  trustees  is  to  be  5  and  any  three  of  them  may  transact  any 
business  within  their  appointment.  They  are  to  keep  regular  minutes  of  their 
proceedings  ...  or  a  short  statement  thereof,  with  such  regulations  as  they 


202 


Quaker  Education  in  New  Jersey 


make,  lay  before  this  Preparative  Meeting  in  the  eighth  month  annually,  for 
our  sense  thereon,  when  a  fresh  appointment  of  trustees  and  treasurer  is  always 
to  be  made  for  the  ensuing  year. 

Second,  that  a  subscription  should  be  opened  in  the  Preparative  Meeting 
for  each  of  these  schools  ...  in  substance  as  follows: 

We  the  subscribers,  in  religious  membership  with  the  people  called  Quakers, 
do  hereby  severally,  for  ourselves  and  our  heirs,  promise  to  pay  on  demand 
and  in  hard  cash  as  it  now  passeth  current, unto  Barzillai  Braddock,  Treasurer 
of  Friends  School  at  Upper  Evesham  ...  or  to  his  successor  in  that  office  for 
the  time  being,  the  sum  of  money  by  us  respectively  written  against  and  with 
our  names,  with  interest  therefor  at  the  rate  of  six  pounds  for  the  hundred  by 
the  year,  the  principal  sum  to  be  and  remain  a  durable  fund  under  the  direction 
of  the  trustees  of  said  school — now  or  hereafter  and  be  appointed  by  the  said 
preparative  meeting  and  by  them,  when  paid  in,  to  be  laid  out,  or  lent  on  in¬ 
terest,  in  such  manner  as  they  shall  judge  will  best  secure  an  interest  or  annuity 
and  the  interest  or  annuity  thereof  is  to  be  applied  to  the  education  of  such 
children  as  now  do,  or  hereafter  shall  belong  to  the  said  meeting,  or  within 
the  compass  of  said  school,  whose  parents  are,  or  shall  be  in  low  circumstances, 
and  to  the  education  of  such  black  children  as  shall  by  said  trustees  be  thought 
to  have  a  claim  to  this  benefit.  And  in  case  the  whole  shall  not  be  wanted 
for  the  purpose,  then  in  that  case  the  interest  of  the  said  monies  so  unexpended 
may  be  applied  to  the  schooling  of  other  poor  children,  or  to  such  other  uses  of 
the  said  school,  now,  or  schools  which  hereafter  may  be  approved  by  the  said 
meeting  at  or  near  that  place,  as  the  said  trustees  for  the  time  being,  or  the 
major  part  of  them  shall  think  will  best  answer  and  advance  the  design  and 
benefit  of  the  institution  .  .  .  and  it  is  agreed  that  the  sum  subscribed  shall  not 
be  called  for  from  the  subscriber  whilst  the  interest  is  duly  paid,  but  may  be 
paid  when  he  or  she  pleaseth. 

Which  subscription  should  be  freely  entered  into  by  the  members  generally 
within  the  limits  of  the  said  school,  and  by  any  other  Friends  who  are  free 
thereto,  according  to  their  respective  circumstances.  Thus,  and  by  donations 
from  benevolent  persons  in  their  last  wills,  our  Funds  may,  in  time,  become 
sufficient  to  induce  well  qualified  teachers  to  undertake  the  trust  of  educating 
our  youth  and  give  all  necessary  instruction  to  the  children  of  Friends  in  low 
circumstances  and  of  the  black  people. 

Third,  and  it  is  advised  that  Friends  of  ability  may  be  liberal  in  their  sub¬ 
scriptions,  not  only  to  the  particular  school  within  whose  limits  they  reside, 
but  to  such  others  within  their  Monthly  Meeting  where  Friends  may  not  be 
of  ability  to  raise  the  necessary  funds  for  supporting  and  advancing  this  good 
work. 

Signed  on  behalf  and  desire  of  the  committee,  nth  month,  22 d,  1790,  by 

William  Rogers.115 

In  1792  a  special  Committee  was  appointed  to  superintend  the 
'‘school  taught  by  Isaac  Andrews”  near  Joshua  Peacock’s,  and 


115/^.,  4/IV/1792. 


Schools  of  H  add  ov field  Quarter 


203 


reported  “to  a  good  degree  of  satisfaction.”  This,  with  “the 
school  kept  in  the  back  apartment  of  this  house”  were  the  two 
schools  of  the  meeting.116  The  school  “near  Joshua  Peacock’s”  is 
later  called  the  “Northampton  School.”117  In  1794  the  following 
report  concerning  it  was  produced: 

The  trustees  appointed  last  year  to  have  the  care  of  Friends  School  in  the 
township  of  Northampton  .  .  .  produced  the  following  report  from  the  minutes 
of  their  proceedings  to  wit:  .  .  .  have  mostly  attended  thereto  monthly  until 
said  school  was  discontinued,  which  was  in  the  5th  month  last  and  do  report 
that  said  school  was  well  conducted  in  the  general,  and  a  good  degree  of  decorum 
observed  and  also  considerable  improvement  in  school  learning,  particularly 
in  reading  and  writing,  yet  more  attention  to  this  weighty  trust  ...  is 
needful.118 

In  1794  the  “school  at  Upper  Evesham  was  conducted  in  a  good 
degree  orderly,”  while  that  at  Northampton  was  not  visited  as 
the  teacher  was  not  in  membership.  But  in  1800  they  note  “some 
improvement  was  perceivable — the  Rules  of  the  School  being 
several  times  read  and  remarks  made  thereon  for  their  instruc¬ 
tion.”119 

In  1801,  a  report  made  by  the  monthly  meeting,  recorded  “four 
schools  within  the  compass  of  this  meeting,  three  of  which  have 
small  funds  raised  for  the  schooling  of  poor  children.”  These  four 
were  in  Cropwell  and  Upper  Evesham  Preparative  Meetings.120 
In  1802  the  following  report  was  made: 

We  the  committee  .  .  .  have  visited  three  of  the  schools  that  are  .  .  .  under 
friends  care  .  .  .  but  the  school  in  North  Hampton  being  occupied  by  one  not 
professing  with  us  in  religious  membership,  we  therefore  did  not  attend.  We 
also  find  the  principal  sum  of  the  fund  for  the  schools  within  the  compass  of 
Upper  Evesham  Preparative  Meeting  amounts  to  £  30/10/ 1,  and  the  principal 
sum  subscribed  to  the  Cropwell  school  amounts  to  £  105,  and  interest  unex¬ 
pended  18/3/9.  The  schooling  of  several  poor  children  has  been  paid  for  out 
of  the  said  funds  since  last  year.121 

A  year  later,  all  four  schools  were  under  the  care  of  the  meeting’s 
teachers  and  “purty  well  conducted.”122 

The  following  report  on  Northampton  appeared  in  1805: 

We  the  trustees  have  .  .  .  attended  thereto  every  month  while  taught  by 
Jesse  Bond,  he  having  left  it  last  spring  in  order  to  obtain  further  instruction 

n6Ibid.,  4/I/1792  and  8/VIII/1792.  wIbid.,  7/XI/1792. 

118 Ibid.,  6/VIII/1794.  119 Ibid.,  9/VIII/1797;  6/VIII/1800. 

120Min.  U.  E.  Mo.  Mtg.,  7/III/1801.  mIbi'd.,  6/III/1802. 

™Ibid.,  12/III/1803. 


204 


Quaker  Education  in  New  Jersey 


himself  and  returned  in  the  fall,  since  which  time  we  have  had  the  satisfaction 
of  observing  a  considerable  improvement  both  in  school  learning  and  the  order 
of  the  school  in  general.123 

In  1805  the  preparative  meeting  recorded  that  a  lot  of  3  acres 
had  been  purchased  at  Brotherton  for  the  purpose  of  establishing 
a  school  and  burying  ground.  A  committee  was  appointed  to 
have  charge  of  the  title  to  the  said  property.124  This  was  to  be 
called  Hartford  School.  In  1806  the  committee  reported  they  had 
taken  title  to  the  property  for  Hartford  school,  but  little  is  heard 
of  it  afterwards.  In  the  same  year  the  meeting  was  informed  that 
E/2  acres  had  been  purchased  near  Fostertown  and  a  school  house 
built  thereon ;  a  committee  to  take  title  for  the  same,  and  a  com¬ 
mittee  to  superintend  the  school,  were  appointed.125  This  was 
known  as  the  “Northern  School,”  which,  with  the  Northampton 
and  Upper  Evesham  schools,  made  a  total  of  three  belonging  to 
the  preparative  meeting,  and  possibly  a  fourth — the  Hartford 
School.126 

In  1809  the  following  report  was  made  on  the  Northern  School: 

The  trustees  of  the  Northern  School  .  .  .  report  that  we  have  endeavored  to 
attend  to  our  appointment,  but  owing  to  the  difficulty  of  procuring  a  suitable 
teacher,  the  school  has  been  vacant  nearly  half  of  the  year  very  much  to  the 
loss  of  the  children  of  the  neighborhood  when  it  has  been  occupied  by  a  teacher 
we  have  most  of  us  visited  monthly  and  to  a  good  degree  of  satisfaction.127 

In  1814  the  question  of  establishing  a  Boarding  School  for  boys 
above  the  age  to  go  to  Westtown,  was  discussed  by  the  Monthly 
Meeting: 

It  being  proposed  for  the  consideration  of  this  meeting  the  propriety  of  es" 
tablishing  a  Boarding  School  within  the  compass  of  our  Yearly  Meeting  and 
under  its  care  and  direction  for  completing  the  education  of  lads  of  riper  age 
than  those  admissable  at  Westtown,  that  institution  affording  ample  provision 
for  females,  while  the  education  of  the  other  sex  after  the  age  of  15  is  not  suffi¬ 
ciently  provided  for  within  the  pale  of  our  society.  Aftei  deliberate  considera¬ 
tion  the  meeting  united  in  forwarding  the  subject  to  our  ensuing  Quarterly 
Meeting  in  order  that  if  there  united  with  the  same  may  be  forwarded  to  our 
ensuing  Yearly  Meeting  for  its  consideration.128 

In  1827  the  preparative  meeting  made  the  following  report  on 
schools. 

123Min.  U.  E.  Prep.  Mtg.,  6/III/1805.  mIbid.,  6/XI/1805. 

™Ibid.,  8/I/1806.  l2GIbid.,  5/III/1806.  127 Ibid.,  8/II/1809. 

128Min.  U.  E.  Mo.  Mtg.,  12/II/1814. 


Schools  of  Haddonfield  Quarter 


205 


The  trustees  appointed  to  the  care  of  the  school  at  Medford,  report — that 
it  has  been  kept  up  nearly  all  the  past  year;  the  average  number  of  scholars 
has  been  sufficient  for  the  encouragement  of  the  teachers,  part  of  the  time 
taught  by  a  male  and  part  by  a  female,  all  in  membership  with  us.  While 
taught  by  the  latter  it  was  under  the  care  of  a  committee  of  Women  Friends — 
and  when  by  the  males,  most  of  us  generally  visited  it  monthly,  and  have  had 
the  satisfaction  of  perceiving  a  considerable  advancement  in  school  learning. 
The  order  maintained,  and  general  deportment  of  the  scholars,  has  been  satis¬ 
factory. 

The  trustees  last  appointed  to  the  care  and  oversight  of  Hampton  School 
report  that  most  of  us  have  paid  attention  thereto  (but  not  always  monthly). 
The  school  has  been  kept  up  about  half  the  year  but  taught  by  a  person  not  in 
membership  with  us;  the  general  order  of  the  school  in  a  good  degree  satisfac¬ 
tory,  and  a  progressing  in  school  learning  perceivable. 

We  .  .  .  report  that  it  has  been  kept  up  about  8  months  of  the  year,  the  fore 
part  of  the  time  by  a  master,  and  in  the  summer  season  by  a  female  teacher, 
both  members  of  our  society,  and,  although  we  have  to  acknowledge  our  fre¬ 
quent  neglect  in  a  punctual  attention  to  our  appointment,  yet  believe  the 
school  has  been  kept  to  a  good  degree  of  satisfaction.  The  latter  part  of  the 
time  it  has  been  vacant  for  want  of  a  teacher. 

At  an  annual  Meeting  of  the  trustees  of  the  several  schools  under  care  of 
said  meeting,  the  accounts  of  the  Treasurer  of  the  school  fund  were  settled  up 
to  1/II/1827,  by  which  it  appears  there  has  been  expended  during  the  past 
year  for  schooling  poor  children  $52.13.  The  whole  principal  sum  now  is 
$1130.09.  Interest  unexpended,  which  is  now  due,  $117. 57. 129 

In  1829  the  three  schools,  Medford,  Northern  and  Hampton, 
were  reported  again  in  good  condition;  and  in  1834  likewise,  with 
the  exception  that  it  was  proposed  that  Hampton  be  discontinued 
because  there  was  a  new  school  in  the  vicinity.  In  its  place  a 
new  Friends’  School  was  planned.130  A  few  months  later,  the 
following  report  on  the  new  school  was  submitted: 

We  the  undersigned  inform  that  we  have  procured  a  lot  of  ground  of  David 
Haines,  at  the  Cross  Roads  near  his  residence,  whereon  we  have  erected  a 
convenient  frame  school  house,  and  established  a  school  therein,  which  we 
propose  to  denominate  the  Eastern  School,  and  request  the  meeting  to  appoint 
trustees  to  superintend  it  on  its  behalf;  it  being  our  intention  to  support  this 
school  as  a  Friends  school  in  lieu  of  Hampton  school — which  we  submit  to 
the  meeting. 

Joshua  vStokes  Joseph  Haines 
David  Haines  John  Collins 
Job  Ballinger.131 


129Min.  U.  E.  Prep.  Mtg.,  1/II/1827. 
n()Ibid.,  29/I/1829,  and  30/I/1834. 
mIbid.,  29/V/1834. 


206 


Quaker  Education  in  New  Jersey 


A  report  of  1841  shows  that  these  schools  were  still  controlled 
by  the  preparative  meeting.132 

After  the  separation  (1827)  attention  to  schools  was  urged  upon 
monthly  meetings  more  strongly  than  ever  before.  Replying  to  a 
request  for  a  full  report  Upper  Evesham  stated  in  1830: 

We  the  committee  ...  do  find  that  with  respect  to  the  situation  and  state 
of  our  schools  there  are  5  within  our  limits,  all  under  the  control  of  Friends, 
and  superintended  by  5  trustees  to  each  of  them,  appointed  annually  by  the 
Preparative  Meeting  and  who  report  thereto;  and  all  of  them  except  one,  taught 
by  members  of  our  Society;  three  of  them,  being  within  the  limits  of  Upper 
Evesham  Preparative  Meeting  have  a  fund  of  about  $800  belonging  in  common 
stock,  and  appropriated  where  most  wanted,  to  the  assistance  of  the  children 
of  such  Friends  as  may  need  it;  and  when  there  is  a  surplus,  it  is  by  the  united 
assent  of  all  the  trustees  made  use  of  in  paying  for  such  other  scholars  as  they 
may  think  proper,  as  there  is  often  a  difficulty  in  making  up  at  all  times  in 
the  year,  a  number  sufficient  to  employ  a  teacher.  The  school  in  the  Eastern 
District  of  said  meeting  has  very  few  Friends  children  within  its  limits,  and 
the  Trustees  have  often  been  induced  to  employ  teachers  that  were  not  Friends, 
owing  to  the  great  difficulty  of  finding  qualified  teachers  of  our  own  society. 
Within  Cropwell  Preparative  Meeting  the  school  at  Pine  Grove  has  a  small 
fund  in  the  possession  of  Friends  and  appropriated  as  occasion  may  require, 
exclusively  for  the  benefit  of  those  within  its  limits.  There  is  also  a  fund  for 
the  benefit  of  Cropwell  school,  and,  until  of  late,  it  was  applied  in  the  same 
way;  but  said  fund  is  now  in  the  hands  of  the  former  treasurer,  who  has  gone 
off  with  the  Separatists,  and  who  declines  settling  with  the  committee  appointed 
for  that  purpose. 

There  is  but  one  family  of  Friends  who  have  children,  within  the  limits  of 
our  Monthly  Meeting  but  what  are  within  a  reasonable  distance  of  one  of  the 
five  schools,  and  that  family  is  out  of  reach  of  all,  but  in  circumstances  that 
will  enable  them  to  place  their  children  amongst  Friends  to  obtain  their  learn¬ 
ing,  whenever  they  wish  so  to  do.  The  important  part  of  the  recommendation 
of  the  Yearly  Meeting  respecting  a  religious  education  has  particularly  claimed 
our  attention,  and  we  feel  the  necessity  of  endeavoring  to  impress  on  the  minds 
of  parents  and  heads  of  families  the  responsible  situation  in  which  we  are 
placed,  and  the  very  important  charge  with  which  we  are  entrusted;  that  we 
may  endeavor  to  be  good  examples,  which  is  said  to  go  before  precept — and 
that  we  may  experience  a  qualification  to  watch  over  the  tender  openings  of 
their  youthful  minds  in  very  early  life,  and  as  they  unfold  to  impress  on  them 
the  truths  of  our  Holy  Religion  and  the  necessity  of  conforming  to  the  sim¬ 
plicity  of  our  religious  profession,  for  which  our  worthy  predecessors  suffered 
so  much,  especially  in  their  testimony  on  account  of  their  plain  language,  and 
nonconformity  to  the  compliments  and  customs  of  the  world;  believing  that  as 
there  is  a  willingness  wrought  in  the  minds  of  Friends  to  bear  the  cross  and  live 


152 Ibid.,  28/I/1841. 


Schools  of  Haddonfield  Quarter 


207 


more  in  conformity  with  our  discipline,  it  will  prove  as  a  hedge  about  us  and 
preserve  us  from  many  hurtful  things. 

And  we  do  feel  desirous  that  a  more  frequent  and  diligent  perusal  of  the 
Holy  Scriptures  may  be  put  in  practice  especially  on  the  first  day  of  the  week; 
and  believe  that  as  Friends  are  engaged  to  seek  for  strength  and  opportunity 
to  sit  down  together  in  their  families  and  have  them  read,  they  will  afford 
comfort  and  consolation  to  the  minds  of  those  who  are  sincerely  desirous  of 
being  benefitted  thereby. 

Signed  by 

Josiah  Reeve 
Joseph  Evans  (Evens?) 
Lydia  Stokes 
Rebecca  C.  Evans.133 

A  summary  of  the  report  returned  in  1S35  shows  the  following 
■schools. 

1.  School  at  Medford  open  during  the  year. 

2.  Eastern  School  open  nearly  all  time  since  house  was  built  in  the  spring, 
and  taught  by  members. 

3.  Northern  school  open  9  months  and  during  summer  taught  by  a  member. 

4.  Pine  Grove  open  %  year,  most  of  time  taught  by  person  not  in  member¬ 
ship. 

5.  Cropwell,  9  months,  by  members. 

6.  Young  men  and  women  members  have  alleviated  the  distress  by  enlisting 
as  teachers  in  winter  and  summer. 

7.  Some  attend  mid-week  meetings.134 

In  a  period  of  thirty  years,  about  1840  to  1870,  the  number  of 
Friends  children  of  suitable  age  for  schooling  decreased  by  more 
than  half,  and  consequently  the  incentive  for  maintaining  schools 
was  less  strong.  Moreover,  of  those,  suitable  for  school,  a  much 
smaller  proportion  attended  Friends’  schools  in  1870  than  in  1842, 
and  a  considerable  number  patronized  the  district  schools.  The 
table  shows  how  children  were  placed  among  schools  in  this  period. 

TABLE 

Distribution  of  children  in  schools. 


1842 

1851 

1 855 

i860 

1865 

1870 

Children  of  age  for  school 

86 

86 

77 

56 

46 

41 

Westtown 

7 

14 

9 

10 

10 

3 

Schools  under  Friends  Care 

45 

45 

40 

36 

18 

13 

Family  School 

6 

5 

9 

4 

133Min.  U.  E.  Mo.  Mtg.,  6/XI/1830.  mIbid.t  7/JII/1835. 


2o8 


Quaker  Education  in  New  Jersey 


Schools  not  under  care  of 


Friends 
Not  at  vSchool 
Not  accounted  for 
Public  Schools 
Boarding  school  not  under 


i7 

8 

3 


6 


4 


1 


4  10 


1 1 


r 


Friends’  care 

Private  Schools  taught  by 


1 


Friends 

Taught  at  home 


2 


8  13 


Besides  the  schools  controlled  by  Upper  Evesham  Preparative 
Meeting  there  were  two,  the  Cropwell  and  Pine  Grove  schools, 
that  were  under  Cropwell  Preparative  Meeting. 

In  1785  John  Haines,  Thomas  Hollingshead,  Enoch  Evans, 
Thomas  Lippincott,  Isaac  Borton  and  Samuel  Burroughs  were 
named  to  take  a  declaration  of  trust  for  the  school  lot  which  had 
been  secured.  Two  years  later  a  standing  committee  for  the  school 
was  appointed  and  a  plan  for  raising  funds  adopted.  A  report  of 
the  school  committee  was  received  in  17 88. 135  The  records,  by  which 
the  existence  of  the  schools  at  Pine  Grove  and  Cropwell  can  be 
traced,  are  very  attenuated;  but  their  regularity  assures  us  they 
were  constantly  kept  up.  Brief  notices,  such  as  the  following, 
appear  regularly: 

The  minutes  of  the  school  being  produced  and  read  to  some  satisfaction, 
the  following  Friends  are  appointed  trustees,  to  wit:  Samuel  Lippincott,  Amos 
Ashead,  Joseph  Rogers,  Thomas  Lippincott,  John  Haines  Jr.  and  Joseph 
Rogers  is  reappointed  Treasurer  for  the  year  ensuing.136 

In  1814  steps  were  taken  for  better  accommodation  of  the 
Cropwell  School: 

At  Cropwell  Preparative  Meeting  held  22/IX/1814  the  trustees  of  Cropwell 
school  reported  that  they  have  procured  a  lot  of  ground  adjoining  the  same 
on  which  the  meeting  house  stands,  and  Samuel  Lippincott  being  willing  to 
execute  a  deed  of  conveyance  to  Friends  for  the  benefit  of  said  school.  Joseph 
Evans,  Benjamin  Haines,  Joshua  Lippincott,  Joshua  Haines,  and  John  Roberts 
are  appointed  to  take  the  same  in  trust  on  behalf  of  the  meeting,  and  report 
when  the  same  is  completed — said  trustees  wishing  for  the  better  accommo¬ 
dation  of  school  children  to  have  the  privilege  of  removing  the  fences  on  the 
south  side  so  as  to  include  the  school  within  the  meeting  house  lot;  which 


135Min.  Evesham  Prep.  Mtg.,  7/IV/1785;  7/XII/1787;  7/II/1788. 
136Min.  Cropwell  Prep.  Mtg.,  31/VII/1795. 


Schools  of  Haddonfield  Quarter 


200 

the  Meeting  is  taking  into  consideration,  is  united  with;  the  said  trustees  to 
beat  the  necessary  expense  of  moving  the  fence  to  the  situation  it's  now  in  if 
any  disadvantage  by  granting  aforesaid  privilege  should  arise  to  the  Meeting 
hereafter,  which  they  acceeded  to.137 

In  1829  the  two  schools  were  still  continued,  though  it  appears 
from  the  following  that  some  trouble  in  school  finances  arose  at 
the  division: 


THE  PINE  GROVE  SCHOOL 

The  trustees  of  Cropwell  school  made  report  in  writing  which  was  read  and 
the  following  Friends  appointed  trustees  for  the  ensuing  year,  to  wit:  Isaac 
Brown,  Joseph  Evans,  Isaac  Stokes,  Samuel  Haines,  Jacob  Roberts — who  are 
requested  to  make  report  of  their  care  thereto  in  the  1st  month  next. 

Joseph  Evans  appointed  treasurer  of  the  school  fund  for  the  ensuing  year 
who  is  directed  to  call  on  the  former  treasurer  and  request  the  books  and 
papers  and  such  balance  of  the  Fund  as  may  appear  in  his  hands,  upon  a 
settlement  with  him  by  the  trustees. 

Pine  Grove  school  made  a  verbal  report  stating  that  it  had  been  kept  up  all 
the  year  and  taught  by  Joshua  Haines  and  in  their  attention  to  it  had  found 

mIbid.,  22/ IX/1814. 


2  IO 


Quaker  Education  in  New  Jersey 


it  orderly  conducted,  etc.  The  following  Friends  appointed  trustees  for  the 
ensuing  year,  Jacob  Evans  Sr.,  John  Evans,  Jacob  Evans  Jr.,  Thomas  Evans 
and  Isaac  Darnell.  Jacob  Evans  Sr.  reappointed  treasurer.138 

Several  minutes  appear,  indicating  that  further  efforts  were 
made  to  restore  the  funds  of  Cropwell  School  as  late  as  1833.  The 
two  schools  continued  in  existence  very  probably  to  about  1870 
when  superseded  by  the  public  school. 


Cropwell  School  House 


Though  a  school  at  Pine  Grove  existed  earlier  it  was  not  so  named 
definitely  until  1792.  Previously  it  was  referred  to  as  the  school 
near  Samuel  Evans’.  In  that  year  trustees  were  appointed,  and  a 
treasurer,  to  control  its  affairs.139  By  a  minute  of  1795  it  was 
agreed  to  transfer  it  to  another  meeting : 

We  the  committee  appointed  by  the  Monthly  Meeting  to  take  into  con¬ 
sideration  .  .  .  Pine  Grove  School,  .  .  .  report  ...  it  would  be  for  the  benefit 
and  advantage  of  said  school  to  be  placed  under  the  care  of  Upper  Evesham 
Monthly  Meeting  and  Cropwell  Preparative  Meeting  with  the  privilege  for 

138Ibid.,  22/I/1829.  139Min.  Evesham  Prep.  Mtg.,  8/XI/1792. 


Schools  of  Haddonfield  Quarter 


2 1 1 


the  Preparative  Meeting  to  appoint  such  Friends  as  trustees  out  of  the  two 
other  Preparative  Meetings  as  they  may  think  suitable  that  are  employers  in 
said  school. 

John  Roberts 
Laurence  Webster140 

In  the  same  year  property  was  secured  on  which  a  school  house 
was  to  be  erected,  and  a  committee  appointed  to  have  charge  of  it, 
which  brought  in  brief  reports  from  time  to  time.  In  1822  a 
minute  of  the  meeting  recorded  a  gift  from  Joel  Evans: 

Item.  I  give  and  bequeath  to  the  treasurer  and  trustees  of  Pine  Grove 
school  for  the  time  being  and  their  successors  in  office  forever  the  sum  of  $100 
to  be  paid  to  them  by  my  executors  in  two  years  after  my  decease,  the  principal 
sum  to  be  by  them  kept  at  interest  and  the  interest  arising  therefrom  to  be  ap¬ 
propriated  to  the  schooling  of  poor  children  within  the  limits  of  said  school, 
under  the  same  regulations  as  the  like  fund  of  Cropwell  school  now  estab¬ 
lished.141 

After  the  separation  came  about,  in  1827,  difficulties  arose  in 
Upper  Evesham  over  the  control  of  schools.  Thus,  in  1828  the 
new  meeting  stated : 

Two  of  the  trustees  appointed  last  year  to  have  the  care  of  Hampton  School 
produced  a  written  report,  which  being  read,  appeared,  in  a  degree  satisfactory. 
The  other  two  schools  have  been  generally  under  the  care  of  our  opposing 
Friends  so  that  there  can  be  no  particular  account  given  thereof. 

The  treasurer  of  the  school  funds  and  the  settlement  of  his  accounts  is 
wholly  confined  within  the  power  at  this  time  of  our  opposing  friends,  the 
treasurer  being  one  of  their  number. 

The  following  Friends  are  appointed  to  have  the  care  of  schools  the  ensuing 
year  and  make  report  thereof  to  our  Preparative  Meeting  in  the  second 
month  to  be  held  next  year:  For  Medford  School,  Joshua  Sharp,  George 
Craft,  Edward  Bolton,  and  Isaac  Haines;  Northern  School,  Charles  Wilkins, 
and  Josiah  Thorn;  Hampton  School,  Benjamin  Davis  and  Geo.  Roberts.142 

Three  months  later,  the  monthly  meeting  reported  regarding 
schools:  “none  are  immediately  under  our  control.”143 

The  committee  of  the  preparative  meeting,  appointed  in  1828, 
produced  the  following  report  a  year  later,  and  a  new  committee 
was  appointed: 

The  trustees  appointed  the  thirty-first  of  the  first  month  1828  to  have  the  . 
care  and  oversight  of  the  several  schools,  reported  they  had  not  been  unmindful 

140Min.  Evesham  Mo.  Mtg.,  n/XII/1795. 

141Min.  Cropwell  Prep.  Mtg.,  21/III/1822. 

142Min.  U.  E.  Prep.  Mtg.,  (H.),  31/I/1828. 

143Min.  U.  E.  Mo.  Mtg.,  (H.),  7/III/1828. 


212 


Quaker  Education  in  New  Jersey 


of  their  appointment,  but,  owing  to  the  unsettled  state  of  society  no  opening 
appeared  for  their  services.’44 

As  it  was  impossible  to  retain  control,  or  a  share  in  the  control 
of  the  old  schools,  the  meeting  agreed  to  appoint 

Joshua  Sharp  to  succeed  ...  as  treasurer  .  .  .  authorizing  him  to  receive  the 
said  books,  etc.,  belonging  to  this  meeting  relative  to  the  school  funds  thereof, 
and  the  interest  arising  on  the  said  funds;  and  if  the  books  and  papers  be 
not  obtained,  he  is  requested  to  collect  the  interest  now  due  and  to  grow  due 
annually  from  such  of  the  said  subscribers  and  others  as  are  willing  to  pay  him 
and  to  give  them  credit  for  the  same  in  a  book  to  be  by  him  provided  out  of 
the  money  received  and  to  pay  out  the  interest  money  so  by  him  received 
agreeably  to  the  directions  of  the  trustees  appointed  annually  by  this  meeting 
to  superintend  the  schools  under  its  care,  and  to  settle  his  accounts  with  them 
previous  to  the  Preparative  Meeting  in  the  2nd  month  annually  in  order  that 
they  may  report  the  state  thereof  to  this  Meeting  yearly.145 

In  a  report  of  1830  it  appears  that  Henry  Smith  was  engaged  to 
keep  school  in  the  old  Medford  School  house,  but  this  not  being 
permitted, 

...  we  soon  procured  another  house  where  school  has  been  kept  up  since, 
taught  by  the  same  friend  and  most  of  the  time  it  has  been  large. 

There  has  been  no  opportunity  for  the  service  of  the  trustees,  at  the  other 
schools,  and,  on  enquiring  into  the  situation  of  the  School  Fund  that  was  created 
some  years  ago,  ...  it  appears  that  the  following  named  friends  with  others, 
did  subscribe  to  the  said  fund,  to  wit:  Benjamin  Davis,  .  .  .  $33.33;  George 
Roberts  $16.67  and  John  Stokes  $4.00;  which  altogether  making  $54  principal 
.  .  .  we  have  appropriated  $9.00  of  the  said  interest  towards  schooling  poor 
children  .  .  . 

Signed  on  behalf  of  the  trustees,  28/II/1830 

Benjamin  Davis 
George  Ci aft. 146 

By  1833,  the  school  referred  to  above,  that  was  begun  in  1830, 
was  provided  with  permanent  quarters. 

Benjamin  Davis  informed  this  Meeting  that  he  had  purchased  a  lot  of  ground 
on  the  easterly  side  of  the  street  in  Medford,  containing  about  of  an  acre, 
part  of  the  property  late  of  James  Reily  deceased,  upon  which  lot  there  has 
since  been  a  new  school  house  built  by  himself  and  other  friends.  He  now 
proposes  that  this  Meeting  appoint  two  or  three  Friends  as  trustees  to  whom 
he  will  convey  a  portion  of  the  title  of  said  lot  in  such  manner  as  that  they 
shall  hold  the  title  in  common  with  himself  in  trust  for  the  use  of  a  school  to 
belong  to  this  Meeting  and  be  under  its  care,  and  superintended  by  such  trustees 
as  this  Meeting  may  from  time  to  time  appoint;  and  the  Meeting  may  be  at 


144Min.  U.  E.  Prep.  Mtg.,  (H.),  30/I/1829. 
uhIbid.,  1/V/1829.  146 Ibid.,  26/II/1830. 


Schools  of  Haddonfield  Quarter 


213 


liberty  to  make  such  other  use  of  said  property  or  lot  .  .  .  that  will  not  in  any 
wise  at  any  time  interfere  with  the  school.  On  consideration  of  the  subject, 
this  Meeting  agrees  to  accept  the  proposal  and  appoint  Wm.  Braddock,  Wm. 
Stokes,  and  Job  Braddock  to  receive  the  conveyance  from  Benjamin  Davis 
for  such  individual  portion  of  the  said  premises,  and  then  to  execute  a  declara¬ 
tion  acknowledging  that  they  receive  the  said  title  and  hold  it  in  trust  for  the 
use  and  purposes  aforesaid  in  the  usual  form,  and  after  it  is  accomplished  to 
report  to  this  Meeting  in  writing  and  lodge  the  papers  with  such  Friends  as 
this  Meeting  may  appoint  to  receive  them  for  safe  keeping.147 


Medford  Friends’  School 

Though  another  report  of  the  same  year  names  committees  for 
two  schools,  one  at  Upper  Evesham  and  one  at  Cropwell,  the 
latter  probably  did  not  last  long,  for  the  monthly  meeting’s  answer 
to  the  query  on  schools  only  declares  the  existence  of  one  in  1830 
and  in  subsequent  years.  Moreover,  the  preparative  meeting 
thereafter  received  the  reports  of  the  committee  of  the  one  school. 
In  1844  the  following  was  received. 

The  trustees  appointed  in  the  third  month  last  to  have  the  care  of  the  school 
report  that  the  school  has  been  kept  open  nearly  all  the  year  past  and  taught 
by  members.  The  school  has  not  been  quite  so  large  as  it  has  been  at  some 


U7Ibid.,  29/XI/1833;  This  was  reported  accomplished  on  3/X/1834. 


Quaker  Education  in  New  Jersey 


214 

previous  years.  We  have  several  times  visited  the  school  and  have  witnessed 
some  improvement  in  the  education  of  children  and  that  we  have  received  our 
proportion  of  the  school  money  from  the  township  and  apportioned  it  among 
the  scholars  as  we  thought  most  advisable.  Wm.  Stokes 

Barclay  Stokes.148 

In  1868  the  average  attendance  was  given  as  “about  forty, 
members  none.”  The  latter  part  of  the  answer  is  significant. 
Taken  in  connection  with  the  withdrawal  of  public  funds  from 
support  of  the  private  schools  it  explains  the  closing  of  the  school. 
In  1872  there  was  “no  school  of  the  description  queried  after,”149 
and  it  appears  from  a  lack  of  information  of  a  positive  charcter  in 
the  minutes  that  there  was  no  Friends’  School  held  between  1869 
and  1882.  In  the  latter  year, 

The  subject  of  establishing  a  school  under  the  care  of  the  Preparative  Meet¬ 
ing  was  introduced  some  months  since,  by  a  committee  appointed  by  the 
Yearly  Meeting’s  Educational  Committee,  it  was  again  brought  before  us, 
and  the  following  named  friends  are  appointed  to  join  men  friends  and  take 
the  subject  under  consideration,  Rebecca  Hollinshead,  and  Hannah  L.  Brad- 
dock.150 

Three  months  later  the  committee  reported  that  they  had 
agreed  to  establish  a  school  under  the  preparative  meeting,  and 
in  August,  that, 

Men  Friends  have  informed  that  they  have  appointed  three  trustees  to 
attend  to  our  school,  and  this  Meeting  unites  that  women  friends  appoint  three 
to  join  men  friends  in  acting  as  a  committee:  Rebecca  Cowperthwait,  Eliza¬ 
beth  L.  Braddock,  and  Hannah  L.  Braddock  are  appointed  to  that  service  the 
following  year.151 

From  the  time  of  its  reestablishment  to  1886  regular  reports  of 
the  school  committees  were  returned  to  the  preparative  meeting. 
In  that  year  it  was  agreed  to  leave  “the  school  to  the  care  of  the 
Yearly  Meeting’s  Committee,  with  the  view  of  its  becoming  larger 
and  more  self-sustaining.”152  The  school  was  still  in  operation  in 
1890,  under  a  local  committee  working  in  conjunction  with  the 
Educational  Committee  of  the  Yearly  Meeting. 

Chester  Monthly  Meeting 

In  1803  it  was  proposed  that  there  be  a  division  made  in  the 

usIbid.,  28/III/1844.  149Min.  Medford  Mo.  Mfg.,  (H.),  30/III/1882. 

150Min.  U.  E.  Prep.  Mtg.,  Women  Friends,  (H.),  30/III/1882. 

™Ibid.,  3/VIII/1882.  152 Ibid. ,  1/IV/1886. 


The  Chester  “Brick  School” 

In  1779  the  Monthly  Meeting  of  Evesham,  to  which  Chester 
belonged,  noted  that  a  school  was  opened  at  Chester  but  not  yet 
any  prospect  of  procuring  a  lot  of  ground  for  the  purpose.155 
Ground,  “two  acres,  three  roods  and  twenty-three  perches,’’  was 
purchased  in  1781  “to  be  applied  to  such  use  or  uses  as  the  body  of 
Friends  belonging  to  the  above  named  meeting  shall  think  proper.  ’  ’ 156 

153Min.  Evesham  Monthly  Meeting,  1803. 

154Hazard:  Register  of  Pa.,  VII,  102. 

155Min.  Evesham  Mo.  Mtg.,  9/IX/1779. 

156Purdy:  Moorestown,  Old  and  New,  129. 


Schools  of  Haddonfield  Quarter 


Evesham  Monthly  Meeting,  thereby  creating  a  new  one  at  Chester, 
made  up  of  the  Preparatives  of  Chester  and  Westfield.153  A 
preparative  meeting  had  been  held  at  Chester  since  an  early  date, 
a  meeting  house  being  erected  in  172 1154  to  take  the  place  of  an  old 
log  house,  used  for  religious  purposes,  which  had  been  destroyed 
by  fire.  But  of  education  among  Chester  Friends  at  the  beginning 
of  the  eighteenth  century  little  is  known.  It  is  not  until  the  last 
quarter  of  that  century  that  educational  affairs  began  to  occupy 
any  considerable  place  in  their  records. 


Westfield  Friends’  School 

The  “Brick  School”  near  Wm.  Matlack’s  was  opened  near  the 
same  time.  In  1785, 

The  following  Friends  were  appointed  to  have  the  care  and  oversight  of 
Friends  school  near  William  Matlack’s  to  inspect  into  the  good  order  and  im¬ 
provement  thereof,  viz.,  Samuel  Roberts  (?),  Jonas  Cattell,  Joseph  Roberts, 
and  Reuben  Matlack  and  report  to  this  Meeting  in  the  8th  month  next  or 
sooner  as  occasion  may  require.158 

Five  years  later,  plans  were  drawn  up  and  adopted  for  raising 
permanent  funds  for  the  school.  This  plan  was  practically,  the 

157Min.  Chester  Prep.  Mtg.,  6/XII  1786. 

158Min.  Chester  Prep.  Mtg.,  6/XII/1785.  A 


Quaker  Education  in  New  Jersey 


It  was  on  this  lot  that  the  original  stone  building  was  erected  for  a 
school.  It  was  completed  and  occupied  for  school  purposes  in 
1785  and  in  1786, 

The  following  Friends  (were)  appointed  to  have  the  care  and  oversight  of 
Friends  School  in  Moorestown  and  inspect  into  the  good  order  and  improve¬ 
ment  thereof,  viz.,  Jacob  Hollinshead,  John  Collins,  Joshua  Hunt,  Robert 
French,  John  Roberts  and  Samuel  Roberts,  Jun.,  and  report  to  this  Meeting 
in  the  8th  month  next  or  sooner  as  occasion  may  require.157 


Schools  of  H  addon  field  Quarter 


217 

same  as  that  proposed  by  Evesham  Monthly  Meeting  and  recom¬ 
mended  to  the  several  lower  meetings,  which  appears  elsewhere  in 
this  volume.159  In  1791  the  minutes  mention  three  schools  held 
within  the  limits  of  Chester  Preparative:  Moorestown  School, 
Brick  School,  and  the  school  taught  by  Abraham  Warrington. 
The  last  named  was  possibly  the  “lower  school”  of  Chester  men¬ 
tioned  later.160  In  1801  it  was  agreed  that  “the  lower  school  being 
in  the  compass  of  Westfield  Preparative  Meeting  in  future  it  will 
come  under  that  Meeting’s  care.”161 

In  1826  two  legacies  were  recorded  for  the  benefit  of  the  school 
fund,  the  first  by  Ann  Edwards  and  the  second  by  Samuel  Shute. 

I  give  the  sum  of  $50  unto  the  treasurer  of  the  school  fund  (pertaining  to 
Friends  at  Moorestown),  or  to  his  successor  in  office  to  be  placed  out  at  interest 
and  disposed  of  at  the  discretion  of  the  trustees  of  said  school  for  the  education 
of  necessitous  children  within  its  limits. 

Item.  I  order  and  direct  my  executors  to  pay  to  Josiah  Roberts,  treasurer 
of  Chester  School  of  Friends,  or  to  his  successor  in  office,  the  sum  of  $500.00 
to  be  put  out  at  interest  on  good  security,  the  proceeds  whereof  to  be  applied 
at  the  discretion  of  the  trustees  of  said  school  for  the  time  being,  for  the 
education  of  Friends  children  and  others  in  lowish  circumstances,  residing 
within  the  limits  of  the  same.162 

In  1828  the  following  report  on  schools  was  produced: 

Short  statements  relative  to  the  three  schools  under  the  care  of  the  Prepara¬ 
tive  Meetings  were  received  by  which  it  appears  that  they  have  been  kept  up 
the  greater  part  of  the  past  year  being  taught  by  teachers  in  membership 
and  visited  monthly  by  part  of  the  trustees  appointed  in  said  meetings. 
The  order  and  improvements  in  that  at  Westfield  not  being  satisfactory — that 
of  the  other  two  being  mostly  satisfactory.163 

A  month  later  it  is  recorded  that  Hicksite  Friends  at  Westfield 
had  assumed  “entire  control”  of  the  school  at  that  place.164  In 
1829  the  minutes  explain  the  school  situation  as  follows: 

Information  being  received  from  the  Preparative  Meetings  respecting  the 
situation  of  the  three  schools  within  our  limits  it  appears  that  Moorestown 
school  has  been  kept  up  the  past  year  by  teachers  in  membership  with  us  and 
visited  monthly  by  trustees;  the  order  and  literary  improvement  therein 
being  in  good  degree  satisfactory;  That  the  Brick  School  has  been  taught 
about  two  months  since  last  year  by  a  teacher  in  membership  with  us  and 
visited  monthly  by  trustees,  the  order  and  improvement  being  satisfactory. 

159Ibid.,  10/XII/1790;  seepage  167T  i60Ibid.,  2/VIII/1791. 

mIbid.,  4/VIII/1801.  mIbid.,  23/II/1826. 

163Min.  Chester  Mo.  Mtg.,  12/II/1828.  16iIbid.,  n/III/1828. 


2  I  8 


Quaker  Education  in  New  Jersey 


In  the  4th  month  last  some  of  those  persons  who  have  separated  themselves 
from  our  religious  society  took  possession  of  the  school  house,  removed  the 
lock  from  the  door,  applied  another  and  employed  a  person  favorable  to  their 
views  to  open  a  school  therein,  since  which  they  retain  the  possession  thereof 
and  that  in  consequence  of  Friends  being  deprived  of  their  school  house  at 
Westfield  there  has  been  a  school  taught  in  a  private  dwelling  about  two 
months  and  visited  by  trustees,  the  deportment  and  improvement  of  the 
scholars  being  satisfactory.165 

To  meet  the  necessity  arising  out  of  the  loss  of  the  “Brick  School” 
the  trustees  were  authorized  to  “use  their  endeavors  to  support 
that  school  in  as  convenient  a  place  as  circumstances  will  admit.”166 
This  was  possible  since  the  “fund,  consisting  of  about  500  dollars 
principal  money,  and  also  the  maps  and  class  books  ...”  were  re¬ 
tained  by  the  original  organization.167  The  school  was,  for  a  time, 
held  at  Joseph  Roberts’. 168  On  the  whole,  the  effect  of  the  separa¬ 
tion  was  to  stimulate  attention  to  the  work  of  education  rather 
than  otherwise,  and  the  three  main  schools  continued  their  ex¬ 
istence  in  spite  of  material  obstacles.  In  1835  the  meeting  stated: 

The  committee  on  education  .  .  .  report  that  on  solid  deliberation  way 
opened  to  visit  some  of  our  families  tending  to  encourage  and  strengthen  in  a 
more  faithful  discharge  of  parental  duty,  by  endeavoring  to  cultivate  the  minds 
of  our  beloved  youth  for  the  reception  of  the  good  seed. 

There  are  three  schools  within  our  limits  taught  by  members  and  superintend¬ 
ed  by  trustees  which  the  committee  visited,  and  observed  a  commendable  de¬ 
gree  of  decorum  and  literary  improvement. 

The  number  of  members  attending  is  30.  These  with  the  aid  of  two  small 
family  schools  taught  by  members,  which  5  of  our  children  attend,  and  6 
others  now  at  Westtown  afford  an  opportunity  to  nearly  all  the  families  to 
procure  an  education  according  to  the  views  of  the  Yearly  Meeting.169 

In  the  same  year  (1835), 

they  united  with  the  Proposal  to  build  a  house  for  the  accommodation  of 
that  school  (the  Brick  School)  inasmuch  as  the  Separatists,  now  known  by  the 
name  of  Hicksites,  still  retain  possession  of  the  house  originally  built  for  that 
purpose.170 

Again  in  1850, 

Reports  from  the  three  schools  under  the  care  of  the  Preparative  Meetings 
were  produced  and  read;  by  which  it  appears  that  the  Moorestown  school  has 

16bIbid .,  10/IX/1829.  166Min.  Chester  Prep.  Mtg.,  29/I/1829. 

167Min.  Chester  Mo.  Mtg.,  14/XII/1830. 

168Min.  Chester  Prep.  Mtg.,  3/XII/1830. 

169Min.  Chester  Mo.  Mtg.,  10/II/1835. 

170Min.  Chester  Prep.  Mtg.,  26/II/1835. 


Schools  of  H addon field  Quarter 


2  IQ 

been  kept  open  about  io  months  of  the  past  year;  the  Brick  school  seven; 
(and)  Westfield  nine  months.  Having  all  been  taught  by  teachers  in  member¬ 
ship.  The  order  and  literary  improvement  of  the  scholars  being  generally 
satisfactory.171 

By  1870  the  school  at  Westfield  had  become  defunct,  no  reports 
on  it  being  made  thereafter  to  the  monthly  meeting.172 

In  i860, 

Statement  of  two  of  the  schools  under  the  care  of  the  Preparative  Meeting 
at  Chester  were  received  and  read,  by  which  it  appears  that  the  Moorestown 
School  has  been  kept  open  the  past  year,  the  Brick  School  about  three  months, 
both  taught  by  members  and  visited  monthly  by  trustees,  the  order  and  im¬ 
provement  has  been  satisfactory.173 

A  similar  report  was  presented  in  1865  and  1870. 

In  1874, 

The  trustees  of  the  Brick  School  report  that  the  school  has  been  kept  open 
about  four  months  of  the  past  year,  taught  by  a  member  of  our  society  and 
visited  monthly  by  some  of  our  number;  the  order  and  improvement  of 
scholars  have  been  satisfactory.174 

After  this  the  records  state  it  has  “not  been  kept  open  the  past 
year” — but  a  report  was  made  each  year  on  the  Brick  School 
Fund,  which  was  a  few  years  later  put  to  use  in  the  new  institution, 
the  Academy. 

In  January  1879, 

The  Trustees  of  Moorestown  School  report  that  the  School  was  continued 
from  the  time  of  their  appointment  until  near  the  end  of  the  5th  month  last, 
by  a  teacher  in  membership,  and  visited  monthly  by  some  of  their  number. 
The  order  and  improvement  was  satisfactory.  After  the  vacation  of  the  school 
the  house  was  altered  and  enlarged  in  order  to  provide  for  a  school  to  be  under 
the  care  of  the  Monthly  Meeting.175 

This  new  school  was  the  Moorestown  Academy,  concerning  the 
establishment  of  which  a  committee  reported  in  1878.  The  com¬ 
mittee  on  improving  the  schools  reported: 

That  we  nearly  all  met  in  company  with  the  trustees  of  the  different  school 
funds  and  examined  the  trust  under  which  they  are  held.  A  portion  of  them 
is  limited  in  its  application  to  the  education  of  those  in  necessitous  circum- 

171Min.  Chester  Mo.  Mtg.,  12/II/1850. 

172The  latest  report  in  the  Men’s  Minutes  on  the  Westfield  School  of  Ortho¬ 
dox  Friends,  appeared  in  1857,  but  the  women’s  minutes  indicate  its  continu¬ 
ance  to  1870. 

173Min.  Chester  Mo.  Mtg.,  14/II/1860. 

174Min.  Chester  Prep.  Mtg.,  31/XII/1874.  17bIbid.,  30/I/1879. 


220 


Quaker  Education  in  Neiv  Jersey 


Elementary  School  Building,  Moorestown,  New  Jersey 


Schools  of  H addon field  Quarter  221 


High  School  Building,  Moorestown,  New  Jersey 


222 


Quaker  Education  in  New  Jersey 


stances  and  a  portion  is  not  so  limited,  but  while  designed  for  school  uses  may 
be  applied  as  the  Monthly  Meeting  shall  direct. 

The  committee  have  given  the  subject  .  .  .  careful  consideration  and  con¬ 
cluded  to  recommend  to  the  Monthly  Meeting  to  alter  the  present  school 
building  at  Moorestown  by  the  addition  of  a  story  to  be  built  of  brick,  with  a 
tin  roof,  the  outside  walls  to  be  rough  cast,  the  height  of  the  present  room  to 
be  increased  by  lowering  the  joists  about  two  feet,  and  new  and  larger  windows 
to  be  put  in.  The  whole  expense  of  these  changes,  it  is  thought  will  not  exceed 
Siooo.  They  propose  that  the  cost  be  defrayed  as  the  Monthly  Meeting  may 
direct  out  of  such  of  the  school  funds  as  may  safely  be  applied  to  that  purpose 
with  the  approbation  of  the  Preparative  Meetings  under  whose  care  the  funds 
are  placed.176 

Shortly  thereafter,  as  a  result  of  the  problem  of  establishing  a 
higher  grade  school  being  put  before  the  two  preparative  meetings 
at  Chester  and  Westfield,  the  following  reports  presenting  their 
views,  were  received. 

From  Westfield  Preparative: 

On  considering  the  report  of  the  committee  of  the  Monthly  Meeting  on  the 
school  funds  this  Meeting  unites  with  the  proposal  to  increase  the  school  ac¬ 
commodations  at  Moorestown  so  as  to  establish  there  a  school  of  higher  grade 
for  the  benefit  of  the  children  of  the  Monthly  Meeting,  and  to  pay  to  such 
persons  as  the  Monthly  Meeting  may  appoint  to  receive  it,  the  sum  of  $500 
from  our  funds  to  aid  in  building  the  proposed  school  house  at  Moorestown; 
we  also  agree  to  assist  in  maintaining  the  school  so  long  as  the  funds  are  not 
needed  within  the  compass  of  this  Meeting.177 

By  Chester  Preparative  we  are  informed  that  the  proposals 
were  received  and  considered  and  were  referred  back  to  the 
monthly  meeting  for  action.  The  school  house  was  prepared  for 
use  at  once,  the  cost  reported  at  its  completion  and  furnishing 
being  $2492.22.  Of  this  the  two  Preparatives  contributed  $500 
each  at  the  outset. 

In  August  a  school  committee  of  men  and  women  was  appointed, 
a  new  principal  and  assistant  were  secured,  and  the  following  rules 
adopted  for  the  government  of  the  school: 

1.  The  school  year  shall  consist  of  2  terms  of  20  weeks  each,  commencing 
the  1st  2^d  day  in  the  9th  month  of  each  year;  there  shall  be  an  interval  of 
one  week  in  the  4th  month  at  the  time  of  holding  our  Yearly  Meeting. 

2.  The  teacher  shall  not  dismiss  any  scholar  from  the  school  without  first 
consulting  the  committee;  parents  having  cause  for  dissatisfaction  are  re¬ 
quested  to  inform  the  committee  thereof. 


,76Min.  Chester  Mo.  Mtg.,  9/IV/1S78. 


177  Ibid.,  14/V/1878. 


Schools  of  Haddonfield  Quarter 


223 


3.  Parents  and  guardians  are  requested  to  encourage  those  under  their  care 
to  use  the  plain  Scripture  language  in  addressing  one  another,  also  to  dress 
them  in  a  simple  manner  becoming  our  Christian  profession. 

4.  The  teacher  shall  not  leave  the  school  without  giving  the  committee  three 
months  notice  of  his  intention  in  writing;  nor  shall  the  committee  dismiss 
any  teacher  without  giving  him  a  like  notice  except  for  non-compliance  with 
the  rules  of  the  school  or  manifest  deficiency  in  the  duties  of  his  station. 

5.  The  scholars  shall  assemble  punctually  at  the  hour  appointed  and  before 
entering  upon  the  duties  of  the  day,  after  suitable  pause  the  teacher  shall  read 
a  portion  of  the  Holy  Scripture. 

6.  It  is  expected  that  the  teacher  will  bring  with  him  to  our  weekday  meet¬ 
ing  as  many  of  the  scholars  as  may  be  practicable.178 

The  following  brief  report  on  the  first  year’s  activities  was  made 
in  1879. 

The  committee  appointed  to  the  care  of  the  school  under  the  direction  of 
this  meeting  report  that  it  was  opened  on  the  1st  2nd  day  of  the  9th  month 
last  and  continued  to  the  13th  of  last  month,  a  term  of  40  weeks. 

It  was  taught  by  male  and  female  teachers  in  membership  and  has  been 
visited  frequently  by  sub-committees  appointed  monthly  for  the  purpose. 

There  were  at  one  time  73  children  in  attendance  and  the  average  of  the  year 
was  58,  whose  literary  progress  was  satisfactory  .  .  d'9 

In  1882  this  school  was  under  the  leadership  of  a  graduate  of 
Haverford  College.  The  attendance  was  considerably  larger,  a 
total  of  102  being  enrolled.  This  made  it  necessary  to  employ 
three  persons  throughout  the  year,  and  a  part  of  the  time,  four. 
At  this  date,  the  report  mentions  also  an  “introductory  depart¬ 
ment.’’180  Three  years  later  we  read  the  school  had  been  regularly 
visited,  inspection  made  of  books,  health,  time  of  recitations,  and 
time  spent  in  attendance.  A  “light  room  (had)  been  prepared  in 
the  basement  for  a  play  room  in  bad  weather,  and  provision  made 
for  evening  lectures,  and  lantern  slide  lectures.’’  On  this  subject 
the  report  said : 

.  .  .  Several  instructive  lectures  on  scientific  subjects  were  delivered  in  the 
school  building  during  the  past  year  by  interesting  Friends,  to  which,  not  only 
the  scholars,  but  their  parents  and  others  were  invited;  these  were  illustrated 
by  views  thrown  on  a  screen  and  were  valuable  aids  to  the  instruction  imparted 
by  the  teachers.  The  philosophical  and  other  apparatus  belonging  to  the 
school  has  also  been  freely  used  in  illustrating  the  studies  .  .  ,m 

In  1890, 


™Ibid.,  15/VIII/1879. 


Vl8Ibid.,  13/VIII/1878. 
mIbid.,  7/VII/1885. 


lsl)Ibid.,  4/VII/1882. 


224 


Quaker  Education  in  New  Jersey 


.  .  .  arrrangements  were  made  for  the  children  to  be  supplied  at  the  midday 
recess  during  part  of  the  year,  with  a  warm  lunch,  mostly  soups,  at  a  moderate 
cost  to  them.  This  was  served  in  the  basement  of  the  school  building  and  it  is 
thought  to  have  added  to  the  comfort  and  health  of  those  who  partook  of  it. 
The  cost  of  supplying  tables  and  dishes  was  paid  by  interested  friends  of  the 
school.  .  .  .182 

About  the  same  time  a  graded  school  was  established,  concern¬ 
ing  the  success  of  which,  and  the  difficulties  involved,  a  report  was 
made  in  1894: 

Some  years  since  the  Monthly  Meeting  reached  the  conclusion  that  some¬ 
thing  more  than  an  elementary  school  was  needed  at  Moorestown  and  accord¬ 
ingly  a  graded  school  was  established.  The  various  committees  appointed 
from  year  to  year  have  striven  with  varied  success  to  carry  the  Monthly 
Meeting’s  concern  to  a  satisfactory  issue.  To  maintain  a  successful  graded 
school  requires  the  services  of  5  to  7  teachers;  and  to  enable  a  school  with  a 
corps  of  this  size  to  be  financially  successful  calls  for  an  attendance  of  about  100 
pupils;  it  is  hoped  that  nearly  this  number  of  children  will  be  secured  to  the 
school  the  ensuing  year.  The  need  of  a  good  graded  school  for  our  members 
has  steadily  increased  because  of  the  growing  number  of  families  of  young 
children  within  our  limits,  until  now  we  have  approaching  70  children  of  all 
ages  not  yet  in  attendance  at  Westtown.183 

Chester  Monthly  Meeting  of  Orthodox  Friends  offers  a  contrast, 
in  general,  to  the  history  of  others  during  the  last  half  of  the 
nineteenth  century.  The  number  of  children  “of  age  for  school" 
increased  rather  than  diminished  after  1850;  likewise  the  pro¬ 
portion  attending  their  own  schools  increased.  In  1851  about 
25%  of  Friends’  children  attended  schools  of  the  meeting;  in  1895 
about  50%  attended  such  schools.  The  increase  was  due,  among 
other  things,  to  the  fact  that  the  school’s  trustees  responded  to 
the  need  for  a  better  school  by  concentrating  the  resources  of  three 
smaller  ones,  and  thus  were  enabled  to  compete  successfully  with 
other  institutions.  After  establishing  the  Monthly  Meeting 
School  in  1878  the  total  enrollment  was  increased  as  also  the  num¬ 
ber  of  their  own  members  who  attended.  The  following  table 
gives  the  essential  facts  concerning  the  distribution  of  children 
during  this  period. 


182 Ibid .,  8/VII/1890. 
1 H3Ibid .,  3/VII/1894. 


Schools  of  Haddonfield  Quarter 


225 


TABLE 


Schools 


Of  school  age 
At  Westtown 

Private  School  not  taught  by 
Friends 
District  School 
Boarding  School  of  a  Friend 
Prep.  Mtg.  Schools 
Taught  at  home 
Not  at  school 
Family  Schools 
Select  School  Phila. 

Schools  not  under  care  of 
Friends185 
Haverford 
Univ.  of  Pa. 

Not  accounted  for 


Distribution  of  Children 


N 

*0 

0 

0 

*0 

0 

O 

20 

A5 

'0 

'O 

00 

OO 

Ov 

Ov 

°o 

00 

00 

°o 

00 

00 

Oo 

00 

Oo 

00 

N 

H 

N 

N 

N 

N 

N 

H 

H 

29 

33 

49 

45 

35 

42 

OO 

CO 

52 

43 

45 

4 

2 

6 

1 1 

7 

6 

7 

2  I 

16 

1 1 

1 

1 

3 

1 

1 

5 

1 

2 

1 

6 

6 

6 

1 

1 

7 

16 

10 

12 

12 

2 1 

22 

l842  7 

23 

23 

12 

2 

9 

6 

3 

I 

1 

3 

1 1 

5 

3 

1 

1 

3 

1 

I 

2 

4 

i7 

5 

4 

2 

5 

2 

2  1 

1 

3 


In  recent  years  a  further  step  in  cooperation  has  been  taken  by 
the  union  of  the  “Moorestown  Academy”  and  the  “Friends  High 
School.”  The  success  of  this  experiment,  during  the  limited  time 
of  its  trial,  has  justified  the  hopes  of  its  advocates  and  proven  a 
credit  to  the  liberal  mindedness  which  made  the  union  possible. 

We  turn  now  from  the  schools  established  in  Chester  to  that  with¬ 
in  the  bounds  of  Westfield  Preparative  Meeting.  This  meeting 
was  held  from  time  to  time  under  Evesham  Monthly  Meeting  until 
1801  when  a  meeting  house  being  erected,  liberty  to  hold  a  pre¬ 
parative  meeting  there  was  granted.186  The  school  under  control 
of  Friends  at  Westfield,  however,  began  at  an  earlier  date.  In 
1790  the  Monthly  Meeting  at  Evesham  received  the  report  of  its 
committee  on  the  settlement  of  schools  with  permanent  funds,  and 
copies  of  the  proposals  were  sent  to  each  Preparative  Meeting.187 


184After  1878  the  resources  of  the  two  old  Prep.  Mtg.  Schools  were  united  to 
establish  the  “Moorestown  Academy”  which  was  a  Monthly  Meeting  School.. 
185Some  of  these  were  probably  at  District  schools. 

186Min.  Evesham  Mo.  Mtg.  187 Ibid.,  1790. 


226 


Quaker  Education  in  New  Jersey 


In  the  following  year,  Chester  Preparative,  to  which  those  settled 
at  Westfield  belonged,  noted  the  existence  of  three  schools,  two 
at  Moorestown,  and  one  other  “the  school  taught  by  Abraham 
Warrington.”188  This  was  the  “lower  school”  of  Chester,  as  it  is 
subsequently  referred  to.  In  1801,  when  the  Preparative  Meeting 
at  Westfield  was  established,  we  find:  “The  Lower  School,  being 
in  the  compass  of  Westfield  Preparative  Meeting,  in  future  it  will 
come  under  that  Meeting’s  care.”189  Accordingly  a  month  later 

the  school  and  school  house  at  Westfield,  formerly  called  Lower  Chester,  was 
placed  under  the  following  committee  named  by  the  new  meeting:  Abraham 
Warrington,  William  Evans,  Henry  Warrington,  William  Burrough,  and 
Joseph  Stokes.  Joseph  Matlack  was  appointed  treasurer,  to  receive  all  dona¬ 
tions  made  by  will  or  otherwise  to  the  school.190 

In  1818  Benjamin  Hallowell,  being  19  years  of  age,  became  master 
of  the  Westfield  school,  which  he  states  was  in  charge  of  a  com¬ 
mittee  of  men  and  women  Friends.  At  that  time  the  school  was 
large,  sometimes  running  as  high  as  eighty  scholars.  When  large, 
an  assistant  was  employed  by  the  master  seemingly  at  his  own 
charge.  In  Hallowell’s  case  the  debt  was  paid  by  giving  his 
assistant,  Charles  Lippincott,  instruction  in  surveying.191 

The  division  of  the  Society  in  1827  caused  a  duplication  of  edu¬ 
cational  efforts  which  resulted  in  great  dissipation  of  energy. 
The  control  of  the  original  school  “fund  of  about  600  dollars, 
school  house,  lot,  class  books  and  maps”  were  taken  over  by  the 
Hicksite  Friends,  but  a  new  school  was  “taught  at  a  private  dwel¬ 
ling  about  two  months  and  visited  by  most  of  their  number  (trustees) ; 
average  number  of  scholars  about  22.  Their  deportment  and 
literary  improvement  satisfactory.”192 

A  month  later  a  committee  of  three  was  named  to  have  charge 
of  erecting  a  new  school  house,  and  in  November  they  reported 
the  school  house  completed  and  proposed  to  hold  meetings  in  it 
also.193  The  school  was  kept  regularly,  but  the  number  attending 
was  generally  small,  and  the  length  of  term  variable.  The  follow¬ 
ing  reports  were  produced  in  1833,  1836,  and  1840. 

...  it  appears  there  has  been  a  school  kept  about  eight  months  the  past 

188Min.  Chester  Prep.  Mtg.,  2/VIII/1791.  189Ibid.,  4/VIII/1801. 

190From  a  Ms.  in  hands  of  Mrs.  H.  C.  Parrish,  Riverton,  N.  J.,  which  was 
kindly  loaned  to  the  writer. 

191Hallowell:  Autobiography ,  41b  192Min.  Westfield  Prep.  Mtg.,  5/II/1829. 

mIbid .,  5/XI/1829. 


Schools  of  Haddonfield  Quarter 


227 


year.  The  order  and  improvement  of  the  scholars  have  been  to  general 
satisfaction.  And  they  are  continued  to  give  further  attention  thereto  the 
ensuing  year,  with  Edward  Taylor  added  to  their  number.194 

We  the  trustees  of  Westfield  School  agree  to  report  that  school  has  been 
taught  about  three  months  the  past  year  and  observe  the  order  and  literary 
improvements  of  the  scholars  to  good  satisfaction,  their  number  averag  (ing) 
34-195 

The  trustees  of  Westfield  School  agree  to  report  that  there  has  been  one 
taught  8  mos.  of  the  past  year,  by  male  and  female  teachers  in  membership. 
We  think  the  order  and  literary  improvement  of  the  children  has  been  satis- 
actory.196 

In  1850  the  school  was  kept  for  about  nine  months,  and  in  1857, 
“about  7  months.”  The  number  in  average  attendance  at  the 
last  date  was  about  26. 197  This  is  the  last  report  on  the  school 
appearing  in  the  men’s  minutes,  but  the  women’s  minutes  indicate 
the  school  continued  to  1870 — perhaps  not  continuously  but  at 
least  in  certain  years.  In  1865  it  was  kept  for  10  months,  taught  by 
members,  and  visited  monthly.  In  1870  it  was  open  8  months, 
and  taught  5  months  by  a  member  of  the  Society.198  In  1878  the 
resources  of  the  Orthodox  schools  of  the  Westfield  and  Chester 
preparative  meetings  were  drawn  upon  to  establish  the  “Moores- 
town  Academy”  under  the  direction  of  the  monthly  meeting. 

From  1828  until  the  charges  just  mentioned  took  place,  education 
in  Friends’  institutions  at  Moorestown  was  cared  for  by  the  two 
meetings  separately.  The  development  of  schools  of  Orthodox 
Friends  has  already  been  traced. 

Two  years  before  the  separation  three  schools  had  been  reported, 
and,  thereafter,  there  were  three,  and  sometimes  four  under  the 
care  of  the  Hicksite  Meeting.  A  report  on  the  “Chester  Brick 
School”  was  recorded  in  1828  and  one  on  the  “Moorestown  School” 
in  1829 : 

The  Trustees  of  the  brick  school  produced  a  written  report  which  was 
satisfactory  to  the  meeting  .  .  .  that  a  school  has  been  taught  about  three 
months  by  a  female  teacher  and  four  months  by  a  male  teacher  in  member¬ 
ship  with  us  since  our  appointment  and  visited  monthly  and  generally  by  the 
greater  part  of  our  number.  The  order  and  literary  advancement  of  the 
scholars  mostly  satisfactory,  average  number  of  scholars  about  30. 199 

™Ibid.,  7/II/1833.  195 1  bid. }  4/II/1836. 

™Ibid.,  6/II/1840.  ^7Ibid.,  8/I/1857. 

198Min.  Westfield  Prep.  Mtg.,  Women  Friends,  9/!  1/ 1 865  and  10/II/1870. 

199Min.  Chester  Prep.  Mtg.,  24/I/1828. 


228 


Quaker  Education  in  New  Jersey 


The  trustees  of  Moorestown  school  .  .  .  report  ...  a  school  has  been  kept 
up  the  past  year  and  taught  by  a  member  of  the  Orthodox  party  and  visited 
monthly  by  the  greater  part  of  our  members,  the  order  and  literary  improve¬ 
ment  of  the  scholars  in  a  good  degree  satisfactory,  the  average  number  about 
40.200 

In  1834  a  committee  of  five  men  and  five  women  was  appointed 
by  the  other  branch  of  Friends  to  have  charge  of  “Moorestown 
School.”201  As  a  general  rule  a  new  committee  was  appointed 
each  year  throughout  this  period.  From  this  book  a  number  of 
interesting  facts  about  the  school  may  be  gleaned.  From  the 
repeated  items  paid  for  washing,  scrubbing,  whitewashing,  brooms, 
brushes,  and  buckets,  it  appears  that  considerable  thought  was 
taken  for  school  sanitation.  The  poor  were  generally  schooled 
under  the  regular  teacher  at  the  expense  of  the  trustees.  As  for 
the  contract  between  teacher  and  trustees  it  varied.  Generally, 
it  seems,  the  latter  guaranteed  a  certain  number  of  scholars. 
Thus  in  1840  Silas  Walton  was  paid  12.44 M  by  the  trustees  on 
account  of  the  deficient  number  of  scholars.  The  treasurer  made  a 
financial  report  each  year. 

A  typical  report  on  the  three  schools  under  the  control  of  the 
meetings  was  made  in  1835  as  follows: 

By  reports  from  the  Preparative  Meeting  it  appears  that  the  three  schools 
under  our  care  have  been  kept  up  the  greater  part  of  the  past  year,  taught 
by  teachers  in  membership  with  friends,  and  visited  monthly  (except  1  mo. 
at  Westfield)  by  trustees  appointed  in  the  Preparative  Meeting,  the  order  and 
improvement  observed  generally  satisfactory.202 

Similar  reports  of  the  three  schools  were  made  each  year  until 
1857.  In  that  year  four  schools  were  reported,  two  at  Moorestown 
and  two  at  Westfield  Preparative  Meeting,  “kept  open  the  greater 
part  of  the  year,  visited  monthly  and  taught  by  members.”203  In 
i860  these  four  schools  had  an  average  attendance  of  151  scholars. 
The  teachers  in  two  of  them  in  that  year  were  members  of  Friends, 
while  in  the  other  two  members  taught  but  a  part  of  the  year. 
Ten  years  later  the  following  report  was  made: 

By  the  reports  from  the  Preparative  Meeting  it  appears  there  are  four  schools 
under  their  care,  Chester  reports  two,  one  of  which  has  been  open  two  months, 

200Ibid.,  22/I/1829. 

201Moorestown  School  Book,  1834-1854,  p.  1;  this  book  is  in  possession  of 
Mrs.  H.  Herr,  601  East  Main  Street,  Moorestown,  N.  J. 

202Min.  Chester  Mo.  Mtg.,  (H.),  5/II/1835.  2mIbid.,  5/III/1857. 


Schools  of  H  addonfield  Quarter 


22y 


taught  by  a  member,  number  in  attendance  about  30  and  that  the  house  is 
leased  for  the  winter  for  a  district  school;  the  other  has  been  kept  open  8 
months,  taught  by  members,  except  three  months,  whole  number  of  scholars 
61,  of  whom  nine  are  members  and  2  where  1  parentis  a  member.  And  West- 
field  2,  one  of  which  has  been  kept  about  five  months,  average  number  of 
scholars  65,  the  other  during  the  year,  average  number  of  scholars  18,  number 
of  Friends’  children  6,  number  of  which  one  parent  is  a  member  one,  and  that 
they  have  been  visited  monthly  by  some  of  the  committee,  the  winter  session 
taught  by  male  teachers  in  membership  with  us,  the  summer  session  by  a 
female  not  a  member.204 

The  school  reported  above  as  being  “leased  for  the  winter  for  a 
district  school”  was  reported  on  more  fully  in  1871. 

The  committee  appointed  to  have  the  care  of  Chester  Brick  School  ...  re¬ 
port  the  school  is  organized  under  the  state  school  law,  but  has  been  visited 
by  a  part  of  the  committee  several  times  during  the  year.  It  has  been  taught 
four  months  by  William  Paul  and  five  months  by  Elizabeth  M.  Roberts, 
members  of  Friends.  The  improvement  of  the  scholars  has  been  mostly 
satisfactory.  The  average  number  23.  Forty  have  attended  during  the  year, 
eight  of  whom  had  both  parents  members  and  two  but  one  parent  a  mem¬ 
ber.  .  .  205 

Thus  the  transition  was  made  easily  from  the  Meeting  to  State 
control.  The  report  of  1872  shows  that  the  school  had  been  visited 
by  Friends’  School  Committee  but  that  said  Committee  was  then 
discontinued : 

The  committee  having  the  care  of  Chester  Brick  School  report  that  it  has 
been  organized  under  the  State  School  Law  and  is  under  the  care  of  trustees 
appointed  by  the  district  which  trustees  are  Friends  and  have  visited  the 
school  a  number  of  times.  The  school  has  been  kept  open  nine  months  dur¬ 
ing  the  year  and  taught  by  members.  The  order  and  improvement  of  the 
scholars  satisfactory,  average  attendance  25  of  whom  8  are  members.  The 
school  having  gone  from  under  the  care  of  the  meeting,  the  committee  are 
discontinued.206 

After  the  report  of  1870,  quoted  above,  only  two  schools  were 
reported  conducted  by  the  meetings  at  Chester  and  Westfield. 
But  though  the  number  was  decreased  the  strength  of  the  two  re¬ 
maining  increased  markedly  during  the  latter  part  of  the  century. 
In  1872  the  following  report  on  Westfield  was  made: 

Westfield  Preparative  Meeting  reports  having  had  one  school  under  its 
care  the  past  year,  held  in  two  sessions  of  4F2  months  each,  the  winter  session 
was  taught  by  a  male  and  the  summer  by  a  female;  both  members;  average 


2MIbid.,  9/II/1870. 

205Min.  Chester  Prep.  Mtg.,  26/I/1871. 


206 Ibid.,  25/I/1872. 


230 


Quaker  Education  in  New  Jersey 


number  in  attendance  in  winter  19,  in  summer  8,  number  of  Friends  children 
5,  number  of  which  one  parent  is  a  member  5.  The  school  was  visited  monthly 
(with  one  exception)  by  some  of  the  trustees. 

The  order  and  improvement  of  the  scholars  generally  satisfactory.  They 
with  their  teachers  attended  midweek  meetings.  The  winter  term  was  partly 
free  to  the  patrons,  the  summer  entirely  so.207 

In  1881  there  were  12 1  scholars  attending  both  schools;  whole 
number  of  teachers  employed,  five.  In  1882  there  were  137  at¬ 
tending;  and  six  teachers.  Further  increase  is  to  be  noted  in  the 
reports  of  1890: 

Westfield  Preparative  Meeting  reports  that  the  school  has  been  kept  open  10 
months  of  the  past  year,  taught  by  two  female  teachers,  both  in  membership 
with  Friends.  It  has  been  visited  monthly  by  some  of  the  committee;  the 
order  and  improvement  of  the  school  is  satisfactory.  The  teachers  and  pupils 
attend  mid-week  meetings.  Whole  number  of  pupils,  33,  average  attendance 
26.208 

The  school  at  Moorestown  had,  by  this  time,  been  expanded, 
and  had  kindergarten  and  “High  School”  departments.209 

Chester  Preparative  Meeting  made  the  following  report.  The  school  under 
its  care  has  been  kept  open  9H  months  of  the  past  year.  The  fall  term  com¬ 
menced  on  the  2nd  of  ninth  month,  with  6  teachers  in  the  High  School  and  3 
in  the  Kindergarten,  4  of  these  teachers  are  members,  with  Friends.  The 
children  of  the  High  School  attend  midweek  meetings  with  their  teachers. 


when  the  weather  is  favorable. 

Whole  number  of  scholars  enrolled  in  the  high  school  1 1 7 

Average  attendance  91 

Whole  number  enrolled  in  Kindergarten  33 

Average  attendance,  about  28210 


We  have  now  completed  a  survey  of  the  schools  established  under 
the  care  of  monthly  and  preparative  meetings  of  Haddonfield. 
The  chart  (Number  I)  below  shows  the  number  of  schools  under 
the  care  of  that  quarterly  meeting  of  Hicksite  Friends  from  the 
time  of  separation.  Though  the  number  of  schools  declined, 
they  were  larger  in  point  of  numbers  and  number  of  teachers  em¬ 
ployed.  Thus  in  three  schools  in  1900  fourteen  teachers  were  en¬ 
gaged,  caring  for  an  enrollment  of  186.  In  the  five  schools  of  1865, 
five  teachers  were  employed.  Chart  1 1  shows  the  number  of  schools 

207Min.  Chester  Mo.  Mtg.,  8/II/1872.  208Ibid.,  6/II/1890. 

209The  High  School  classes  were  added  in  1880,  and  a  new  building  was  pro¬ 
vided  for  their  accommodation.  This  Friends’  High  School  was  united  in  1920 
with  Moorestown  Friends’  Academy. 

2l0Ibid,,  6/III/1890. 


Schools  of  Haddonfield  Quarter 


231 


according  to  standards,  reported  in  the  Orthodox  Friends  Quarterly 
Meeting.  In  the  two  schools  reported  in  1910  there  were  sixteen 
teachers  employed.211 


The  Schools  of  Haddonfield  Quarterly  Meeting 


211The  lines  are  drawn  according  to  reports  in  the  quarterly  meeting  min¬ 
utes  for  the  years  mentioned. 


CHAPTER  VII 


CARE  AND  EDUCATION  OF  THE  POOR 

The  seventeenth  and  eighteenth  centuries  witnessed  many  at¬ 
tempts  to  alleviate  the  suffering  of  the  poor  by  philanthropic  pro¬ 
jects;  and  most  prominent  in  the  minds  of  philanthropists  was 
the  belief  that  the  “laborious  poor”  should  be  given  an  education 
such  as  would  lift  them  up  from  their  degraded  status.  By  many 
philanthropists  the  provision  of  education  was  considered  a 
Christian  duty  to  the  less  favored  of  society.  The  outcome  was 
the  establishment  of  institutions  and  systems  of  schools,  both  by 
individuals  and  united  action,  the  influence  of  which  was  felt  not 
only  in  European  countries  but  in  the  American  colonies  as  well. 
Thus  they  became  a  factor  in  our  educational  development. 

Most  prominent  among  the  movements  referred  to  were  these: 
the  creation  of  an  organization  in  England  known  as  the  S.  P.  C.  K.1 
in  1698,  which  within  ten  years  had  established  almost  ninety 
schools  in  and  near  London,  attended  by  3,402  children;2  the 
Society  for  the  Propagation  of  the  Gospel  in  Foreign  Parts,  a 
branch  of  the  S.  P.  C.  K.,  created  in  1701,  which  operated  in  the 
Colonies  until  1783  ;3  the  Sunday  School  Movement  which  was 
widely  extended  by  Robert  Raikes  after  1780,  and  introduced  into 
the  United  States  in  1786;  the  Lancasterian  system  of  schools, 
begun  in  1798  by  Joseph  Lancaster  in  Southwark,  London,  which 
was  soon  brought  to  America  and  applied  not  only  to  elementary 
but  also  to  secondary  institutions;  and  the  Franckesche  Stiftungen, 
which  developed  as  a  result  of  the  labors  of  Francke  at  Halle  in 
1695,  combining  decidedly  realistic,  pietistic  and  philanthropic 
tendencies.  Many  other  schools  might  be  mentioned  which 
contributed  to  the  advance  of  the  philanthropic  movement,  as: 

Gociety  for  the  Promotion  of  Christian  Knowledge. 

2Allen,  W.  O.  B.,  and  McClure,  E.,  Hist,  of  S.  P.  C.  K. 

:sKemp.  W.  S.,  Support  of  Schools  in  Colonial  N.  Y.,  by  the  S.  P.  G. 

232 


Care  and  Education  of  the  Poor 


233 


“Ragged  Schools,”  “Circulating  Schools,”  and  “Infant  Schools” 
both  in  France  and  Great  Britain.4 

It  is  not  to  be  assumed,  however,  that  the  enthusiasm  for  educa¬ 
tion  of  the  poor  was  universal.  The  views  of  the  opponents  of 
charity  education  for  the  poor  are  in  part  set  forth  in  Mande- 
ville’s  Essay  on  Charity  Schools,  in  which  he  says: 

.  .  .it  is  manifest  that  in  a  free  nation,  where  slaves  are  not  allowed  of,  the 
surest  wealth  consists  in  a  multitude  of  laborious  poor;  for  besides  that  they 
are  the  never-failing  nursery  of  fleets  and  armies  without  them  there  could  be 
no  enjoyment,  and  no  product  of  any  country  could  be  valuable.  To  make 
the  Society  happy,  and  people  easy  under  the  meanest  circumstances,  it  is 
requisite  that  great  numbers  of  them  should  be  ignorant,  as  well  as  poor. 
Knowledge  both  enlarges  and  multiplies  our  desires,  and  the  fewer  things  a 
man  wishes  for,  the  more  easily  his  necessities  may  be  supplied. 

The  welfare  and  felicity,  therefore,  of  every  state  and  kingdom  require 
that  the  knowledge  of  the  working  poor  should  be  confined  within  the  verge  of 
their  occupations  and  never  extended  (as  to  things  visible)  beyond  their  own 
calling.  The  more  a  shepherd,  a  ploughman,  or  any  other  peasant  knows  of 
the  world,  and  the  things  that  are  foreign  to  his  work  or  employment,  the 
less  fit  will  he  be  to  go  through  the  fatigues  and  hardships  of  it  with  cheerful¬ 
ness  and  content.5 

In  the  establishment  of  schools  the  agencies  mentioned  above 
were  actuated,  in  general,  by  a  desire  to  (1)  relieve  the  poverty- 
stricken  condition  of  the  masses  by  promoting  schools,  a  function 
not  then  recognized  as  necessary  by  governments,  (2)  improve 
standards  of  conduct  by  a  diffusion  of  moral  and  religious  instruc¬ 
tion,  and  (3)  in  some  cases  to  actually  provide  food,  clothing  and 
shelter.  The  constitution  of  one  Ragged  School  Association  stated : 

It  is  the  object  of  this  association  to  reclaim  the  neglected  and  destitute 
children  of  Edinburgh,  by  offering  them  the  benefits  of  a  good  common  and 
Christian  education,  and  by  training  them  to  habits  of  regular  industry,  so 
as  to  enable  them  to  earn  an  honest  livelihood,  and  fit  them  for  the  duties  of 
life.6 

But  the  end  of  a  religious,  moral,  and  practical  education  was 
not  always  pursued  on  liberal  lines  as  might  be  assumed  under 
the  three  heads  above  named.  It  was  an  age  filled  with  sectarian 

4For  general  accounts,  see  Cubberley:  Hist,  of  Education,  449  ff.,  and  6i4ff. ; 
Graves:  Hist,  of  Education,  II,  Ch.  19  and  III,  Ch.  3;  Monroe:  Textbook  in 
the  Hist,  of  Education,  722  ff. 

5Mandeville:  Essay  on  Charity  and  Charity  Schools,  179. 

6Quoted  in  Cubberley:  Readings,  516  from  Guthrie,  Thomas,  Seedtime  and 
Harvest  of  Ragged  Schools,  Appendix  II. 


234 


Quaker  Education  in  New  Jersey 


bitterness  as  well  as  the  sentiments  of  liberal  philanthropy.  Thus, 
the  success  of  the  Lancastrian  schools  acted  as  a  stimulus  in 
causing  the  creation  of  the  “National  Society  for  Promoting  the 
Education  of  the  Poor  in  the  Principles  of  the  Established  Church” 
in  1811.  In  the  schools  of  this  society  the  primary  purpose  was 
religious  instruction  with  a  sectarian  bias,  as  is  indicated  in  the 
following : 

To  the  end  the  chief  design  of  this  school,  which  is  for  the  education  of  Poor 
children  in  the  Rules  and  Principles  of  the  Christian  Religion  as  professed  and 
taught  in  the  Church  of  England,  may  be  the  better  promoted;  the  master 
shall  make  it  his  chief  business  to  instruct  the  children  in  the  principles  thereof, 
as  they  are  laid  down  in  the  Church  Catechism;  which  he  shall  first  teach 
them  to  pronounce  distinctly  and  plainly;  and  then,  in  order  to  practice, 
shall  explain  it  to  the  meanest  capacity,  by  the  help  of  The  Whole  Duty  of 
Man,  or  some  good  exposition  approved  of  by  the  Minister.7 

This  prevalent  conception  of  education,  (whether  for  poor  or 
rich),  that  it  must  be  guarded  against  the  heresies  of  other  de¬ 
nominations,  was  also  accepted  in  Quaker  schools,  and  a  “guarded 
religious  education  of  our  members”  repeatedly  urged;  likewise 
efforts  were  made  to  secure  only  members  for  teachers,  but  these 
met  with  frequent  failure.8 

From  the  foregoing  statement,  concerning  the  prevalence  of 
philanthropic  projects  for  education,  and  that  which  follows,  it  will 
be  evident  that  a  care  for  the  support  and  education  of  the  poor, 
on  the  part  of  Friends,  was  part  of  a  wide-spread  movement, 
found  among  dissenters  and  orthodox  churchmen  alike.  But  of 
the  two  it  would  seem  that  the  closer  alliance  was  between 
Puritanism,  Pietism,  and  Philanthropy.  The  sentiments  of  the 
dissenting  bodies,  though  differing  in  many  points,  were  in  agree¬ 
ment  in  this,  that  religion  must  be  stripped  of  formality  and  hark 
back  to  the  essence  of  “pure  religion”  as  defined  by  James: 

Pure  religion  and  undefiled  before  God  and  the  Father  is  this,  to  visit  the 
fatherless  and  widows  in  their  affliction  and  to  keep  himself  unspotted  from 
the  world.9 

Likewise  the  statement  to  the  righteous  indicated  that  the  es¬ 
sence  of  true  religion  lay  in  service: 

7Quoted  in  Cubberley,  Readings,  380. 

8Chapter  on  Organization  and  Control  of  Education. 

9James,  I,  27. 


Care  and  Education  of  the  Poor 


235 


I  was  a  stranger  and  ye  took  me  in;  naked  and  ye  clothed  me;  sick  and  in 
prison  and  ye  visited  me.  .  .10 

Philanthropy  in  education  raised  substantial  monuments  to  this 
interpretation  of  religion. 

From  this  point  let  us  turn  to  an  examination  of  the  attitude 
of  Friends  as  individuals  towards  education  of  the  poor;  the 
official  viewpoint  of  the  meetings  established ;  and  the  actual  at¬ 
tempts  of  local  meetings  to  incorporate  in  their  activities,  pro¬ 
vision  for  such  care  and  education. 


Individual  Views  on  the  Care  and  Education  of  the  Poor 

m 

Ideas  of  philanthropy  in  education  appear  among  Quakers 
throughout  the  latter  half  of  the  17  th  century  and  occupied  an 
important  place  in  their  writings  during  the  18th  and  19th.  Social 
service  is  probably  their  most  prominent  characteristic  at  the 
present  day.  The  idea  of  social  service  through  a  system  of  educa¬ 
tion  was  advocated  by  John  Bellers  in  his  Proposals  for  Raising  a 
College  of  Industry ,  which  was  to  prove  of  “Profit  for  the  Rich,  a 
plentiful  living  for  the  poor,  a  good  education  for  youth”  and  an 
“advantage  to  the  government  by  the  increase  of  the  people  and 
their  riches.  ’  ’  The  plan  for  this  communistic  college  was  published 
in  1 696. 11  Likewise  Thomas  Budd,  a  citizen  of  New  Jersey,  in 
1685  presented  proposals  in  Good  order  established  in  Pennsylvania 
and  New  Jersey ,  whereby  prosperity  and  a  contented  society  were 
to  be  secured  by  the  establishment  of  a  system  of  industrial  and 
literary  education  for  all  its  members.  The  philanthropic  social 
purpose  was  also  dominant  in  the  mind  of  Lancaster,  whose  cheap 
system  for  educating  the  poor  made  public  men  credulous  concern¬ 
ing  the  possibilities  of  education  for  the  masses. 

10Matthew,  XXV,  35-36. 

nA  letter  of  the  27/VII/1718  to  the  Quarterly  Meeting  of  London  contained 
a  point  of  view  common  to  the  earlier  Proposals  for  Raising  a  College  of  In¬ 
dustry.  In  the  epistle  to  the  Quarterly  Meeting,  he  wrote:  “So  it  is  also 
recommended  by  that  great  Apostle  James,  when  he  wrote,  that  pure  religion 
and  undefiled  before  God  and  the  Father,  is  to  visit  (or  relieve)  the  Fatherless 
and  the  widows  in  their  afflictions,  and  to  keep  unspotted  from  the  world. 

“Therefore  a  virtuous  education  that  may  keep  the  YOUTH  unspotted 
from  the  World,  and  a  sufficient  provision  for  the  Imployment  of  the  able 
POOR  with  a  charitable  subsistence  for  the  Disabled,  is  one  of  the  most 
Essential  visible  Parts  of  the  true  Apostolick  Christian  Religion. 


236 


Quaker  Education  in  New  Jersey 


Another  influential  spokesman  on  behalf  of  the  poor  was  John 
Woolman,  who,  on  several  occasions,  conducted  a  school  at  Mt. 
Holly,  New  Jersey.  In  A  Plea  for  the  Poor  he  stood  not  only  for 
the  extension  of  charitable  assistance  by  the  rich  to  the  poor,  but 
argued  against  the  injustice  of  the  economic  system  which  produced 
them: 

The  word  right,  is  commonly  used  relative  to  our  possessions.  We  say,  a 
right  of  propriety  to  such  a  dividend  of  a  province;  or  a  clear  indisputable 
right  to  the  land  within  such  certain  bounds.  Thus,  this  word  is  continued  as 
a  remembrancer  of  the  original  intent  of  dividing  the  land  by  boundaries, 
and  implies,  that  it  was  designed  to  be  equitably  or  rightly  divided, — to  be 
divided  according  to  righteousness.  In  this,  that  is,  in  equity  and  righteous¬ 
ness,  consists  the  strength  of  our  claims.  *  If  we  trace  an  unrighteous  claim, 
and  find  gifts  or  grants  proved  by  sufficient  seals  and  witnesses;  this  gives  not 
the  claimant  a  right;  for  that  which  is  opposite  to  righteousness,  is  wrong, 
and  the  nature  of  it  must  be  changed  before  it  can  be  right. 

Suppose  twenty  free  men,  professed  followers  of  Christ,  discovered  an 
island  unknown  to  all  other  people,  and  that  they  with  their  wives,  inde¬ 
pendent  of  all  others,  took  possession  of  it;  and,  dividing  it  equally,  made  im¬ 
provements,  and  multiplied.  Suppose  these  first  possessors,  being  generally 
influenced  by  true  love,  did,  with  paternal  regard  look  over  the  increasing 
condition  of  the  inhabitants,  and  near  the  end  of  their  lives,  gave  such  direc¬ 
tions  concerning  their  respective  possessions,  as  best  suited  the  convenience  of 
the  whole,  and  tended  to  preserve  love  and  harmony;  and  that  their  successors 
in  the  continued  increase  of  people,  generally  followed  their  pious  examples, 
and  pursued  means  the  most  effectual  to  keep  oppression  out  of  their  island: — • 
but  that  one  of  these  first  settlers,  from  a  fond  attachment  to  one  of  his 
numerous  sons,  no  more  deserving  than  the  rest,  gives  the  chief  of  his  lands  to 
him;  and  by  an  instrument  sufficiently  witnessed,  strongly  expresses  his  mind 
and  will. 

Suppose  this  son,  being  landlord  to  his  brethren  and  nephews,  demands 
such  a  portion  of  the  fruits  of  the  earth,  as  may  supply  him  and  his  family 
and  some  others;  and  that  these  others,  thus  supplied  out  of  his  store,  are 
employed  in  adorning  his  building  with  curious  engravings  and  paintings, 
preparing  carriages  to  ride  in,  vessels  for  his  house,  delicious  meats,  fine- 
wrought  apparel  and  furniture,  all  suiting  that  distinction  lately  arisen  be¬ 
tween  him  and  the  other  inhabitants:  and  that,  having  the  absolute  disposal 
of  these  numerous  improvements,  his  power  so  increaseth,  that  in  all  con¬ 
ferences  relative  to  the  public  affairs  of  the  island,  these  plain,  honest  men  who 
are  zealous  for  equitable  establishments,  find  great  difficulty  in  proceeding 
agreeably  to  their  righteous  inclinations,  while  he  stands  in  opposition  to 
them. 

Suppose  he,  from  a  fondness  for  one  of  his  sons,  joined  with  a  desire  to 
continue  this  grandeur  under  his  own  name,  confirms  chief  of  his  possessions 


Care  and  Education  of  the  Poor 


237 


to  him;  and  thus,  for  many  ages,  over  near  a  twentieth  part  of  this  island, 
there  is  one  great  landlord,  and  the  rest,  poor  oppressed  people;  to  some  of 
whom,  from  the  manner  of  their  education,  joined  with  a  notion  of  the  great¬ 
ness  of  their  predecessors,  labour  is  disagreeable;  who  therefore,  by  artful 
applications  to  the  weakness,  unguardedness,  and  corruptions  of  others,  in 
striving  to  get  a  living  out  of  them,  increase  the  difficulties  amongst  them; 
while  the  inhabitants  of  other  parts,  who  guard  against  oppression,  and,  with 
one  consent,  train  up  their  children  in  frugality  and  useful  labour,  live  more 
harmoniously. 

If  we  trace  the  claim  of  the  ninth  or  tenth  of  these  great  landlords,  down  to 
the  first  possessor,  and  find  the  claim  supported  throughout  by  instruments 
strongly  drawn  and  witnessed;  after  all,  we  could  not  admit  a  belief  into  our 
hearts,  that  he  had  a  right  to  so  great  a  portion  of  land,  after  such  a  numerous 
increase  of  inhabitants. 

The  first  possessor  of  that  twentieth  part,  held  no  more,  we  suppose,  than 
an  equitable  portion;  but  when  the  Lord,  who  first  gave  these  twenty  men 
possession  of  this  island,  unknown  to  all  others,  gave  being  to  numerous 
people,  who  inhabited  this  twentieth  part,  whose  natures  required  the  fruits 
thereof  for  their  sustenance, — this  great  claimer  of  the  soil  could  not  have  a 
right  to  the  whole,  to  dispose  of  it  in  gratifying  his  irregular  desires:  but  they, 
as  creatures  of  the  Most  High  God,  possessor  of  heaven  and  earth,  had  a 
right  to  part  of  what  this  great  claimer  held  though  they  had  no  instruments 
to  confirm  their  right. 

Thus,  oppression  in  the  extreme,  appears  terrible:  but  oppression,  in  more 
refined  appearances,  remains  to  be  oppression;  and  where  the  smallest  degree 
of  it  is  cherished,  it  grows  stronger  and  more  extensive:  that  to  labour  for  a 
perfect  redemption  from  this  spirit  of  oppression,  is  the  great  business  of  the 
whole  family  of  Christ  Jesus,  in  this  world.12 

Elsewhere,  he  says: 

“To  educate  children  in  the  way  of  true  piety  and  virtue,  is  a  duty  incum¬ 
bent  on  all  who  have  them;”  and  in  another  passage,  “all  we  possess  are  the 
gifts  of  God  to  us;  now  in  distributing  it  to  others,  we  act  as  his  stewards; 
and  it  becomes  our  station,  to  act  agreeably  to  that  Divine  Wisdom  which  he 
graciously  gives  to  his  servants.”13 

The  renunciation  of  wealth  and  fastidious  tastes  would  release 
much  for  a  better  support  of  education: 

Were  we  thoroughly  weaned  from  the  love  of  wealth,  and  fully  brought  out 
of  all  superfluities  in  living; — employments  about  vanities  being  finished,  and 
labour  wanted  only  for  things  consistent  with  a  humble,  self-denying  life, 
there  would,  on  a  reasonable  estimate,  be  so  much  to  spare  on  the  education  of 
our  children, — that  a  plain,  humble  man,  with  a  family  like  himself,  might  be 
furnished  with  a  living,  for  teaching  and  overseeing  so  small  a  number  of 


12Woolman's  Works ,  348-351. 


nIbid.,  353  and  335. 


238 


Quaker  Education  in  New  Jersey 


children,  that  he  might  properly  and  seasonably  administer  to  each  individual, 
and  gently  lead  them  on,  as  the  gospel  spirit  opened  the  way,  without  giving 
countenance  to  pride  or  evil  inclinations  among  them.14 

Thomas  Budd,  a  resident  of  the  Colony  of  New  Jersey,  interested 
in  its  welfare  and  progress,  had  also  a  word  to  say  regarding  educa¬ 
tion  of  the  poor  in  his  Good  Order  established  in  Pennsylvania  and 
New  Jersey ,  published  at  Philadelphia  in  1685. 

And  to  the  end  that  the  children  of  the  poor  people,  and  the  children  of 
Indians  may  have  the  like  good  learning  with  the  children  of  the  rich  people, 
let  them  be  maintained  free  of  charge  to  their  parents,  out  of  the  profits  of  the 
school,  arising  by  the  work  of  the  scholars,  by  which  the  poor  and  the  Indians 
as  well  as  the  rich,  will  have  their  children  taught,  and  the  remainder  of  the 
profits,  if  any  be  to  be  disposed  of  in  the  building  of  the  schoolhouses  and  im¬ 
provements  on  the  thousand  acres  of  land,  which  belongs  to  the  school. 

George  Fox,  whose  suggestions  were  most  highly  regarded  in 
the  Society,  writes  that  “it  came  upon  me  to  write  to  Friends 
throughout  the  nation  about  putting  out  poor  children  to  trades.”15 
This  idea  was  considerably  elaborated  in  a  plan  whereby  the 
quarterly  meetings  should  oversee  the  apprenticing  of  their  poor; 
moreover  it  was  consistently  followed  in  practice.  The  purpose 
of  such  apprenticeship  Fox  stated  in  these  words: 

This  will  be  the  way  for  the  preserving  of  many  that  are  poor  among  you,  and 
it  will  be  the  way  of  making  up  poor  families. 

One  of  the  most  thorough-going  philanthropists  was  Anthony 
Benezet,  whose  writings  on  the  subject  by  no  means  measure  up 
to  his  actual  service  in  the  education  of  the  poor,  both  white  and 
black.  In  a  letter  to  Samuel  Fothergill,  1758,  he  observes:16 

There  are  others  whom  God  has  so  blessed  with  substance,  that  they  have 
nothing  to  do  but  to  spend  the  income  of  it ;  yea,  time  hangs  heavily  on  their 
hands,  and  proves  even  a  snare  to  themselves  and  others.  And  there  are 
some  who,  though  they  have  already  a  large  affluence  of  wealth,  yet  are  toiling 
hard  to  add  thereto,  without  knowing  wherefore  they  thus  toil,  and  whether  a 
wise  man  or  a  fool  shall  possess  it  after  them.  Many  persons  in  these  different 
situations  are  doubtless,  in  the  main,  honest  souls,  who,  though  they  find  no 
call  to  the  ministry,  yet  think  themselves  willing,  with  one  of  old,  to  follow 
Christ  wheresoever  he  goes.  Why,  then,  do  they  stand  so  long  idle,  when  so 
large  a  field  lies  before  them?  What  account  will  many  of  these  be  able  to 
give  of  their  time,  when  every  word,  and  consequently,  every  inch  of  time, 
must  expect  to  be  called  into  judgment?  What  more  beneficial  employ,  and 
more  fruitful  of  comfort  and  joy  in  the  end,  than  time  spent  in  an  honest 

14 Ibid.,  352.  15Friends  Library,  I,  129.  uIbid.,  IX,  220-2. 


Care  and  Education  of  the  Poor 


239 


labour  for  the  proper  educating  these  innocent  souls,  which  the  Almighty  has 
clothed  with  flesh  and  blood,  and  by  Divine  help,  to  be  so  enabled  to  watch 
over  them,  as  to  frustrate  the  wiles  and  devices  of  the  grand  adversary,  that 
these  youth  might  truly  answer  the  end  of  their  creation? 

Continuing,  he  suggests  the  propriety  of  Friends  giving  their 
wealth,  “taking  more  especial  care  to  make  the  poor  and  helpless 
the  first  objects  of  such  a  care.” 

If  a  number  of  such  Friends,  in  their  different  allotments,  would,  as  it  were, 
shake  hands  with  the  world  and  all  its  enticing  prospects,  seeking  and  expect¬ 
ing  nothing  from  it  but  bread  and  trouble,  and  would  freely  dedicate  them¬ 
selves  to  the  care  of  the  youth,  not  limiting  themselves  to  the  narrow  views  of 
fleshly  ties,  nor  even  to  religious  denominations,  but  looking  upon  them¬ 
selves  as  fathers  and  brothers  of  all  that  want  their  help,  taking  more  especial 
care  to  make  the  poor  and  helpless  the  first  objects  of  such  a  care,  not  solely  of 
necessity,  but  of  a  willing  mind,  what  a  blessing  might  they  be,  not  only  to  our 
youth  in  particular,  but  also  to  mankind  in  general.  And  indeed  it  seems  to 
me  that  our  principles,  which,  in  the  present  corrupt  state  of  the  world,  seem 
to  prohibit  our  meddling  with  offices,  etc.,  naturally  point  out  to  us  as  a 
people,  rather  than  others,  to  serve  God  and  our  country  in  the  education  of 
the  youth.  I  will  acknowledge  that  it  is  a  situation  which  does  not  appear  so 
desirable  as  some  others,  nor  so  likely  to  procure  riches,  ease,  or  worldly  honour. 
But  alas!  alas!  what  have  we  to  do  with  these  things?  Shall  we  desire  to 
be  great  and  rich,  when  our  Saviour  has  so  plainly  declared  it  a  situation  so 
very  dangerous;  and  that  his  predominant  choice  is  of  the  poor  of  this  world? 
Is  it  now  a  time,  or  was  it  ever  a  time  for  the  believer,  who  eyes  and  relies 
upon  the  promise — is  it  a  time  for  such  to  seek  for  money,  or  olive  yards,  or 
oxen,  etc.?  And  although  by  engaging  in  the  education  of  the  youth  we 
should  be  deprived  of  some  of  those  things  so  desirable  to  nature,  which  we 
might  better  enjoy  and  accumulate  in  the  way  of  trade,  and  thereby  look  upon 
ourselves  under  affliction,  yet  may  we  not  hope  that  it  will  be  termed  for 
righteousness’  sake,  and  therefore  should  not  we  have  thereat  to  rejoice  and 
be  exceeding  glad,  and  even  leap  for  joy? 

Penn’s  views  on  this  subject  are  stated  briefly  in  his  Reflections 
and  Maxims. 

It  is  a  reproach  to  religion  and  government  to  suffer  so  much  poverty  and 
excess. 

Were  the  superfluities  of  a  nation  valued,  and  made  a  perpetual  tax  or 
benevolence,  there  would  be  more  almshouses  than  poor,  schools  than  scholars, 
and  enough  to  spare  for  government  besides. 

More  recent  expression  on  the  subject  of  education  for  the  poor 
is  set  forth  in  Dymond’s  Essays  on  the  Principles  of  Morality , 
first  published  about  1828.  In  his  reference  to  their  education  it 


240 


Quaker  Education  in  New  Jersey 


is  made  clear  that  his  thought  had  gone  far  in  advance  of  current 
practice ;  that  he  looked  forward  to  a  time  when  there  would  be 
equal  educational  advantages  for  the  poor.17 

It  is  in  this  country,  at  least,  left  to  the  voluntary  benevolence  of  individuals, 
and  this  consideration  may  apologize  for  a  brief  reference  to  it  here. 

It  is  not  long  since  it  was  a  question  whether  the  poor  should  be  educated  or 
not.  That  time  is  past,  and  it  may  be  hoped  the  time  will  soon  be  passed 
when  it  shall  be  a  question,  To  what  extent? — that  the  time  will  soon  arrive 
when  it  will  be  agreed  that  no  limit  needs  to  be  assigned  to  the  education  of  the 
poor,  but  that  which  is  assigned  by  their  own  necessities,  or  which  ought  to  be 
assigned  to  the  education  of  all  men.  There  appears  no  more  reason  for  ex¬ 
cluding  a  poor  man  from  the  field  of  knowledge,  than  for  preventing  him  from 
using  his  eyes.  The  mental  and  the  visual  powers  were  alike  given  to  be  em¬ 
ployed.  A  man  should,  indeed,  shut  his  eyes  from  seeing  evil,  but  what¬ 
ever  reason  there  is  for  letting  him  see  all  that  is  beautiful,  and  excellent,  and 
innocent  in  nature  and  in  art,  there  is  the  same  for  enabling  his  mind  to 
expatiate  in  the  fields  of  knowledge. 

The  objections  which  are  urged  against  this  extended  education,  are  of  the 
same  kind  as  those  which  were  urged  against  any  education.  They  insist 
upon  the  probability  of  abuse.  It  was  said,  They  who  can  write  may  forge; 
they  who  can  read  may  read  what  is  pernicious.  The  answer  was,  or  it  might 
have  been — They  who  can  hear,  may  hear  profaneness  and  learn  it;  they 
who  can  see,  may  see  bad  examples  and  follow  them: — but  are  we  therefore  to 
stop  our  ears  and  put  out  our  eyes? — It  is  now  said,  that  if  you  give  extended 
education  to  the  poor,  you  will  elevate  them  above  their  stations;  that  a 
critic  would  not  drive  a  wheelbarrow,  and  that  a  philosopher  would  not  shoe 
horses,  or  weave  cloth.  But  these  consequences  are  without  the  limits  of 
possibility;  because  the  question  for  a  poor  man  is,  whether  he  shall  perform 
such  offices  or  starve:  and  surely  it  will  not  be  pretended  that  hungry  men 
would  rather  criticise  than  eat.  Science  and  literature  would  not  solicit  a 
poor  man  from  his  labor  more  irresistibly  than  ease  and  pleasure  do  now; 
yet  in  spite  of  these  solicitations  what  is  the  fact?  That  the  poor  man  works 
for  his  bread.  This  is  the  inevitable- result. 

0 

In  another  passage  he  urges  the  extension  of  education  on  the 
rational  grounds  of  social  necessity — the  avoidance  of  radical 
change  by  the  creation  of  an  enlightened  public  opinion.18 

There  are  some  collateral  advantages  of  an  extended  education  of  the  people, 
which  are  of  much  importance.  It  has  been  observed  that  if  the  French  had 
been  an  educated  people,  many  of  the  atrocities  of  their  Revolution  would 
never  have  happened,  and  I  believe  it.  Furious  mobs  are  composed,  not  of 
enlightened  but  of  unenlightened  men — of  men  in  whom  the  passions  are 
dominant  over  the  judgment,  because  the  judgment  had  not  been  exercised, 


17Dymond:  Essays,  277-8. 


18Ibid.,  279-80. 


Care  and  Education  of  the  Poor 


241 


and  informed,  and  habituated  to  direct  the  conduct.  A  factious  declaimer 
can  much  less  easily  influence  a  number  of  men  who  acquired  at  school  the 
rudiments  of  knowledge,  and  who  have  subsequently  devoted  their  leisure  to  a 
Mechanics’  Institute,  than  a  multitude  who  cannot  write  or  read,  and  who 
have  never  practised  reasoning  and  considerate  thought.  And  as  the  educa¬ 
tion  of  a  people  prevents  political  evil,  it  effects  political  good.  Despotic 
rulers  well  know  that  knowledge  is  inimical  to  their  power.  This  simple  fact 
is  a  sufficient  reason,  to  a  good  and  wise  man,  to  approve  knowledge  and 
extend  it.  The  attention  to  public  institutions  and  public  measures  which  is 
inseparable  from  an  educated  population,  is  a  great  good.  We  all  know  that 
the  human  heart  is  such,  that  the  possession  of  power  is  commonly  attended 
with  a  desire  to  increase  it,  even  in  opposition  to  the  general  weal.  It  is 
acknowledged  that  a  check  is  needed,  and  no  check  is  either  so  efficient  or  so 
safe  as  that  of  a  watchful  and  intelligent  public  mind;  so  watchful,  that  it  is 
prompt  to  discover  and  to  expose  what  is  amiss;  so  intelligent,  that  it  is  able 
to  form  rational  judgments  respecting  the  nature  and  the  means  of  amendment. 
In  all  public  institutions  there  exists,  and  it  is  happy  that  there  does  exist,  a 
sort  of  vis  inertiae  which  habitually  resists  change.  This,  which  is  beneficial 
as  a  general  tendency,  is  often  injurious  from  its  excess;  the  state  of  public 
institutions  almost  throughout  the  world,  bears  sufficient  testimony  to  the 
truth,  that  they  need  alteration  and  amendment  faster  than  they  receive  it — 
that  the  internal  resistance  of  change  is  greater  than  is  good  for  man.  Un¬ 
happily,  the  ordinary  way  in  which  a  people  have  endeavored  to  amend  their 
institutions,  has  been  by  some  mode  of  violence.  If  you  ask  when  a  nation 
acquired  a  greater  degree  of  freedom,  you  are  referred  to  some  era  of  revolution 
and  probably  of  blood.  These  are  not  proper,  certainly  they  are  not  Christian, 
remedies  for  the  disease.  It  is  becoming  an  undisputed  proposition,  that  no 
bad  institution  can  permanently  stand  against  the  distinct  opinion  of  a  people. 
This  opinion  is  likely  to  be  universal,  and  to  be  intelligent  only  amongst  an 
enlightened  community.  Now  that  reformation  of  public  institutions  which 
results  from  public  opinion,  is  the  very  best  in  kind,  and  is  likely  to  be  the 
best  in  its  mode: — in  its  kind,  because  public  opinion  is  the  proper  measure  of 
the  needed  alteration;  and  in  its  mode,  because  alterations  which  result  from 
such  a  cause,  are  likely  to  be  temperately  made. 

Official  Action  by  Meetings 

The  sentiments  of  individual  members  regarding  philanthropy 
were  early  crystallized  in  letters  and  minutes  of  the  Yearly  Meet¬ 
ings  at  London,  and  at  Burlington  and  Philadelphia.  These 
yearly  epistles  doubtless  served  a  valuable  purpose  in  keeping  all 
meetings,  of  high  and  low  degree,  awake  to  the  important  need, 
throughout  the  eighteenth  and  nineteenth  centuries. 

In  1695,  while  referring  to  education  generally,  and  the  need  for 


242 


Quaker  Education  in  New  Jersey 


qualified  schools  and  schoolmasters,  the  epistle  states  specifically 
“that  care  be  taken,  that  poor  Friends’  children  may  freely  par¬ 
take  of  such  education,  in  order  to  apprenticeship.’’19 

Especially  is  attention  to  the  poor  urged  upon  those  who  are 
possessed  of  material  wealth. 

It  is  further  desired  that  such  among  Friends  as  are  endowed  with  plenty  of 
outward  substance,  be  timely  and  tenderly  advised  to  do  good  therewith  in 
their  day;  that  the  tokens  of  your  charity  may  commend  your  memorial,  and 
be  good  precedents  to  generations  to  come.20 

More  specifically  the  monthly  and  quarterly  meetings  were 
advised  in  1709: 

And,  where  Friends  want  ability  in  the  world  their  Monthly  and  Quarterly 
Meetings  are  desired  to  assist  them;  that  the  children  of  the  poor  may  have 
due  help  of  education,  instruction,  and  necessary  learning;  and  that  children 
(both  of  rich  and  poor)  may  be  early  provided  with  industrious  employments, 
that  they  may  not  grow  up  in  idleness,  looseness,  and  vice.  .  .  21 

The  “advices’’  of  London  increased  in  number  and  urgency  as 
the  problem  of  caring  for  poor  became  greater,  at  the  close  of  the 
eighteenth  and  beginning  of  the  nineteenth  century.  A  similar 
tendency  may  also  be  seen  in  the  advices  of  the  Burlington  and 
Philadelphia  Meeting.  The  result  was  the  establishment  of  jnany 
more  schools  and  upon  a  more  permanent  basis,  as  is  shown  more 
clearly  in  the  following  pages  of  this  chapter. 

In  1721  that  meeting  stated ; 

It  is  the  advice  of  this  meeting,  that  all  poor  friends  among  us  may  be  taken 
due  care  of  and  that  none  of  them  be  sent  elsewhere  for  relief,  according  to 
Friends’  ancient  care  and  practice.22 

Among  the  queries  listed  in  1743  there  was  one  relating  to  the  poor 
and  their  education,  which  follows: 

Are  the  poor  taken  care  of  and  are  their  children  put  to  school  and  ap¬ 
prenticed  out,  after  sufficiently  learned,  to  friends;  and  do  Friends  put  their 
own  children  out  to  Friends  as  much  as  may  be?23 

The  statement  of  the  above  query  was  changed  a  little  from 
time  to  time,  but  its  purport  remained  the  same.  The  form  of 
that  in  1755  was  pretty  closely  adhered  to: 

Are  poor  Friends’  necessities  duly  inspected,  they  relieved  or  assisted  in 
such  business  as  they  are  capable  of.  Do  their  children  freely  partake  of 

19 Epistles  from  Yearly  Meeting  in  London ,  90. 

20 Ibid.,  93.  21  Ibid.,  134. 

22Christian  and  Brotherly  Advices  (Ms.),  206.  2ZIbid. 


Care  and  Education  of  the  Poor 


243 


learning  to  fit  them  for  business  and  are  they,  and  other  Friends’  children 
placed  amongst  Friends?24 

In  1753  the  Yearly  Meeting  entered  into  an  investigation  con¬ 
cerning  legacies  and  funds  given  for  charitable  purposes.  This 
action  was  in  accord  with  proposals  made  as  early  as  1746  for  the 
establishment  of  schools. 

.  .  .on  consideration  of  the  proposals  concerning  the  reviving  and  continu¬ 
ing  the  consideration  of  the  settling  of  schools  in  the  country,  etc.  It  is 
unanimously  agreed  that  the  several  Quarterly  Meetings  be  desired  to  appoint 
friends  from  each  Quarter  to  be  a  committee  to  inspect  and  examine  the 
accounts  of  all  monies  which  have  been  given  to  charitable  uses  and  the  said 
committees  are  desired  to  meet  together  at  the  time  of  our  next  general  spring 
meeting  and  bring  with  them  a  clear  and  perfect  account  of  all  legacies,  dona¬ 
tions,  or  other  estate  which  have  been  heretofore  given,  and  of  the  uses  to 
which  the  monies  arising  therefrom  are  applied  in  order  that  proper  measures 
may  be  taken  to  see  that  the  intentions  of  such  charitable  persons  are  com¬ 
plied  with  and  fully  answered.25 

The  interest  in  more  specific  plans  for  education,  though  it  be¬ 
came  marked  about  the  middle  of  the  century,  did  not  immediately 
produce  great  results.  Not  until  the  period  following  1778  did  all 
meetings  seriously  consider  the  question  of  establishing  schools 
under  the  society’s  control.  This  development  in  practical  phi¬ 
lanthropy  as  evidenced  in  several  meetings  is  touched  upon  in  the 
following  pages. 

Care  for  the  Poor  Within  the  Meetings 

It  has  already  been  shown  that  the  superior  meetings  gave  re¬ 
peated  advices  concerning  the  care  and  education  of  the  poor; 
and,  from  a  reading  of  records  in  the  several  localities  of  New  Jer¬ 
sey,  it  is  evident  that  efforts  were  made  in  all  meetings  to  follow 
them.  One  of  the  means,  adopted  at  an  early  date  by  the  society 
for  ascertaining  local  conditions,  was  the  formal  query.  The 
query  relating  to  the  poor  was  stated  as  follows: 

Are  the  poor  taken  care  of  and  are  their  children  put  to  school  and  ap¬ 
prenticed  out  (after  sufficient  learning)  to  Friends?  And  do  Friends  put  their 
own  children  out  to  Friends,  as  much  as  may  be?26 

In  1755  the  Yearly  Meeting  formulated  the  query  as  follows: 

24 Ibid .,  208.  25 Ibid.,  222-23. 

26See  the  records  of  any  quarterly  meeting  or  Michener’s  Retrospect,  256. 


244 


Quaker  Education  in  New  Jersey 


Are  poor  Friends  necessities  duly  inspected  and  they  relieved  or  assisted  in 
such  business  as  they  are  capable  of?  Do  their  children  freely  partake  of 
learning  to  fit  them  for  business  and  are  they  and  other  Friends’  children 
placed  among  Friends?27 

“The  poor  ye  have  with  you  always”  seems  to  have  been  uni¬ 
versally  true  in  the  early  Quaker  meetings.  References  to  them 
and  measures  for  their  financial  relief,  appear  in  the  earliest  records 
and  run  throughout.  Some  are  presented  here,  but  not  all.  The 
history  of  one  meeting’s  activities  in  this  regard  is  very  much  like 
that  of  another. 

In  1678,  at  Burlington, 

It  was  agreed  that  a  collection  be  made  once  a  month  for  ye  relief  of  ye  poor 
and  such  other  necessary  uses  as  may  occur;  the  persons  appointed  to  receive 
it  are  John  Woolstone  and  William  Peeche  to  be  collected  the  first  day  before 
ye  monthly  meeting.28 

In  1738,  a  report  was  made  on  the  division  of  a  sum  of  money 
for  the  use  of  the  poor. 

The  said  friend  Caleb  Raper,  also  gave  account  there  was  interest  money 
now  in  hand  amounting  to  the  sum  of  £14  which  is  ordered  to  be  distributed 
to  the  several  Monthly  Meetings  to  be  given  to  the  poor  as  the  said  respective 
Meetings  shall  see  occasion  to  wit:  To  Burlington  £  8/5/0,  to  Chesterfield, 
£  4/15/0;  to  Eggharbor  £  1/0/0,  which  makes  up  the  said  sum  of  £  14  which 
said  Caleb  Raper  is  to  deliver  and  make  report  to  next  meeting.29 

In  1757  they  answered  the  fifth  query  as  follows: 

We  are  careful  with  regard  to  the  poor  among  us,  but  not  all  so  much  so  as 
could  be  desired,  in  placing  their  children  among  friends.30 

Individual  cases  of  children  were  settled  as  thought  advisable. 
I11  1762  they  reported  that  the  case  of  a  poor  widow’s  children 
has  been  cared  for;  and  her  children  are  likely  to  gain  sufficient  learning.31 

Again  in  1767, 

Application  was  made  by  a  Friend  of  Mt.  Holly  Meeting  for  some  assistance 
on  behalf  of  the  poor  belonging  to  that  Meeting.  (6  Friends)  are  appointed 
to  make  enquiry  in  the  case  and  direct  the  necessary  assistance  to  be  given 
and  report  to  next  meeting.32 

Support  of  the  poor  was  not  only  cared  for  by  the  local  members, 
but  from  a  central  fund  or  “stock”  to  which  the  lower  meetings 
contributed.  Thus  in  1771  Burlington  Monthly  directed  that 

27The  last  part  of  the  query  relates  to  apprenticeship  which  was  then  general¬ 
ly  necessary;  see  Chapter  Eight  on  Apprentice  Education. 

28Min.  Burlington  Mo.  Mtg.,  18/VI/1678.  2^Ibid.,  4/X/1738. 

30Ibid.,  1/VIII/1757.  31  Ibid.,  1/XI/1762.  32Ibid.,  2/II/1767. 


Care  and  Education  of  the  Poor 


245 


fifty  pounds  be  raised  for  this  Yearly  Meeting  stock.  Also  in 
1773,  the  treasurer  informed  the  meeting  that  the  fund  for  the 
poor  was  nearly  spent;  50  pounds  for  the  use  of  the  poor  was 
proposed,  agreed  to,  and  Friends  appointed  to  collect  it  along  with 
the  collection  for  the  Yearly  Meeting.33 

The  exercise  of  this  care  for  the  poor  was  vested  in  a  committee 
which  usually  collected,  and  distributed  the  funds,  where  needed 
in  the  several  preparative  meetings.  In  1800, 

The  Meeting  being  informed  that  the  money  for  the  poor  was  nearly  ex¬ 
pended  it  was  thought  necessary  to  raise  the  sum  of  £  50.  The  Preparative 
Meetings  were  directed  to  collect  their  proportions  and  forward  them  to  the 
Treasurer,  to  examine  whose  accounts,  Nathaniel  Coleman,  Jonathan  Hilyard, 
Wm.  Ridgway  (of  Springfield)  and  Joseph  Brown  were  appointed.34 

In  1781  Burlington  Monthly  Meeting  mentioned  they  had  be¬ 
gun  to  promote  a  fund  in  each  preparative  meeting  for  the  purpose 
of  “schooling  poor  children”  and  other  advancement  of  the  concern 
for  schools.  A  few  months  later,  a  committee  of  the  quarterly 
meeting  made  the  following  report  which  states  the  first  purpose 
of  the  funds  to  be  “the  education  of  Friends’  children  whose 
parents  may  not  be  of  ability  to  pay  both  for  their  schooling  and 
for  food  and  raiment.” 

A  report  from  the  committee  on  schools  which  was  omitted  at  last  Quarter 
was  now  read  and  is  as  follows: 

We  the  committee  appointed  to  promote  the  establishment  of  schools  within 
this  quarter  have  in  the  course  of  the  year  met  several  times  and  labored  in 
that  service;  and  having  at  this  time  considered  the  subject  with  deliberation 
we  are  united  in  judgment  that  a  more  solid  attention  to  the  advice  and 
recommendations  of  the  Yearly  Meeting  sent  down  in  the  year  1778  appears 
necessary. 

We  have  the  satisfaction  of  finding  that  divers  schools  have  been  lately 
opened  in  several  of  our  Monthly  Meetings,  under  the  care  of  trustees  ap¬ 
pointed  and  annually  to  be  renewed  by  Preparative  Meetings,  being  regularly 
visited  by  them  monthly;  and  every  year  the  said  trustees  are  to  lay  before  the 
preparative  meetings  who  appointed  them,  an  account  of  their  proceedings  for 
their  inspection,  consideration  and  advice.  We  also  found  that  in  one  of  our 
Monthly  Meetings  subscriptions  are  set  on  foot  for  the  raising  of  a  fund, 
the  principal  of  which  is  to  remain  untouched,  and  only  the  interest  applied, 
First  to  the  education  of  Friends  children  whose  parents  may  not  be  of  ability 
to  pay  both  for  their  schooling,  and  for  food  and  rayment;  and  secondly  when 
an  overplus  is  raised  it  is  proposed  to  be  laid  out  by  the  trustees  for  supplying 


33  Ibid.,  7/VI/1773. 


3iIbid.,  6/1/ 1 800. 


246 


Quaker  Education  in  New  Jersey 


the  deficiencies  of  the  school  master’s  salary,  or  reward,  or  to  such  other  uses 
as  may  appear  to  them  most  conducive  to  the  right  advancement  of  this 
momentous  concern.  Signed  by  unanimous  desire  of  the  committee,  met  at 
Burlington  this  25th  day  of  the  8th  month,  1781,  by  Samuel  Allinson.35 

The  following  are  typical  answers  to  the  fifth  query,  made  by 
Burlington  Quarterly  Meeting: 

5th.  As  far  as  appears  attention  is  given  to  the  necessities  of  the  poor — 
Two  instances  observed  of  Friends’  children  not  being  placed  with  Friends,  but 
are  under  care.  (1788). 

5th.  The  necessities  of  the  poor  are  inspected  and  relief  afforded,  and  the 
tuition  of  their  children  mostly  provided  for — (No  Friends’  children  are 
placed  from  among  Friends)  (1805). 

5th.  The  necessities  of  poor  friends  are  inspected  and  relief  afforded,  and 
provision  is  made  for  the  school  education  of  their  children;  one  child  is  re¬ 
ported  to  have  been  placed  out  from  among  friends.  (1825). 

5th.  The  necessities  of  poor  friends  are  inspected  and  relief  afforded — and 
provision  is  made  for  their  children  freely  to  partake  of  learning  to  fit  them  for 
business,  one  instance  is  noticed  of  a  friend’s  child  being  placed  from  among 
friends  during  the  past  year.  (1830). 

The  necessities  of  poor  friends  are  inspected  and  relief  afforded.  And  care  is 
taken  that  their  children  may  freely  partake  of  learning:  One  child  placed 
from  among  friends  since  last  year.  (1835-Hicksite  Meeting). 

A  more  famous  example  of  the  philanthropic  movement  in  New 
Jersey,  and  one  which  has  lasted  to  the  present  day,  was  the 
Friendly  Institution,  founded  at  Burlington  in  1796.  Its  purpose 
was 

to  seek  out  and  relieve  the  necessities  of  such  poor  and  needy  persons,  with¬ 
in  this  city  and  neighborhood,  who  may  not  come  under  the  particular  care  of 
the  Overseers  of  the  poor,  or  be  fully  attended  to  by  them.  .  . 

The  founders  were  all  Friends  and  among  them  was  John 
Griscom,  later  notable  as  an  exponent  of  Pestalozzianism  in  Ameri¬ 
ca.  Griscom  was  then  schoolmaster  in  Burlington.  Soon  after 
its  founding  the  “Institution”  became  non-sectarian,  and  was 
granted  a  charter  in  1837.  Though  having  as  its  purpose  “to 
relieve  the  necessities  of  poor  and  needy  persons,”  this  was  inter¬ 
preted  to  include  giving  assistance  through  education.  One  of 
the  first  legacies,  left  to  the  Friendly  Institution  in  1797,  was  to 
be  “applied  in  the  tuition  of  poor  black  children;”  accordingly 


35Min.  Burlington  Q.  Mtg.,  26/XI/1781. 


Care  and  Education  of  the  Poor  247 

they  “agreed  to  take  charge  of  finding  worthy  objects  of  said 
charity.”36 

In  1845  ^  was  proposed  that  assistance  be  given  “to  young 
women  who  may  wish  to  qualify  themselves  for  teachers  in  their 
neighborhoods  and  have  not  the  means  to  do  so.”37 

Chesterfield  provided  early  for  the  poor.  The  minutes  record 
that: 

At  our  monthly  meeting  at  Francis  Devenport’s  house  in  Chesterfield, 
agreed  that  Andrew  Smith  have  a  coat  given  him,  Wm.  Watson  to  take  ye 
care  for  providing  cloth,  buttons  and  thread  and  to  be  paid  by  this  meeting.38 

Two  years  later, 

Samuel  Andrews  acquainted  this  meeting  that  he  had  spoken  to  Isaac 
Horner  about  John  Horner’s  children  whose  answer  was  that  after  he  had 
clothed  ye  children,  which  was  done,  he  would  keep  ye  children  without 
charge  to  ye  estate.39 

In  1797,  £  25  was  raised  for  the  use  of  the  poor;  and,  year  after 
year,  similar  amounts  are  mentioned.  In  1826  the  preparatives 
were  directed  to  raise  $150  for  the  poor  and  pay  it  to  the  monthly 
meeting  Treasurer.  The  activities  of  the  lower  meetings  were 
under  the  supervision  of  the  higher.  Thus,  in  1827,  it  came  to 
attention  that  Trenton  Preparative  suffered  from  “a  want  of  funds 
for  the  education  of  poor  children”  and  a  committee  on  the  subject 
reported  as  follows: 

The  committee  appointed  to  enquire  into  and  endeavor  to  ascertain  the 
cause  of  the  deficiency  of  Friends  of  Trenton  Preparative  Meeting  not  schooling 
poor  children  as  expressed  in  their  answer  to  the  query  in  the  2nd  month 
last,  having  most  of  them  met  and  deliberately  attended  to  the  subject,  do 
agree  to  inform  that  we  are  not  prepared  to  make  a  full  report  on  the  occasion 
on  account  of  our  not  being  furnished  with  such  official  information  from  the 
Preparative  Meeting  as  we  thought  requisite. 

Later,  the  deficiency  was  reported  to  be  the  result  of  negligence: 
of  that  particular  meeting. 

We  the  committee  appointed  to  attend  Trenton  Preparative  Meeting  and 
enquire  into  the  cause  of  the  deficiency  of  the  funds  of  that  Meeting  to  school 
poor  children,  as  reported  in  their  answer  to  the  query  in  the  second  month 
last,  do  agree  to  report  that  we  attended  that  Preparative  Meeting  and  had  a 

36An  interesting  account  may  be  found  in  The  One  Hundredth  Anniversary  of 
the  Friendly  Institution ,  published  at  Burlington,  1896. 

37Min.  Burlington  Mo.  Mtg.,  Women  Friends,  (H)  2/VI/1845. 

38Min.  Chesterfield  Mo.  Mtg.,  1/X/1687.  39Ibid.,  6/XII/1689. 


248 


Quaker  Education  in  New  Jersey 


free  conference  with  the  members  present  on  the  subject,  and  upon  deliberate 
consideration  it  is  our  united  judgment  that  the  deficiency  mentioned  has 
principally  arisen  from  a  want  of  due  attention  within  that  Meeting  to  the 
raising  by  subscription  a  sufficient  stock  for  the  purpose  of  a  school  fund  in 
years  past,  when  some  of  the  other  branches  of  our  Monthly  Meeting  was 
engaged  in  attending  to  that  subject  and  from  some  dependence  being  placed 
on  their  drawing  supplies  from  other  sources  for  those  purposes.  Signed 
6-8  mo. — 1827.  Samuel  Craft,  Geo.  Thorn,  David  Clarke,  and  Samuel 
Bunting.40 

Stony  Brook  Preparative  Meeting  recorded  in  1835  that  its 
quota  of  $60.00  for  the  poor  had  been  sent  to  the  monthly  meeting, 
and  regarding  its  own  poor,  stated: 

The  necessities  of  the  poor  are  attended  to  and  relief  afforded  them  and  pro¬ 
vision  made  for  their  children  to  freely  partake  of  learning  and  to  fit  them  for 
business  and  no  breach  appears  in  placing  out  children.41 

In  1862,  Thomas  Wright  was  directed 

to  pay - the  sum  of  $50  for  the  purpose  of  sending  her  children  to  West- 

town  Boarding  school  for  six  months;  in  1866  to  pay  $100  for  the  purpose  of 

sending  his  child  to  school;  in  1873  to  pay  to - , - ,  and  - , 

$110.00  apiece  for  educational  and  charitable  purposes;  and  later,  $267  was 
divided  between  the  same  for  educational  and  charitable  purposes.42 

In  1793  Upper  Springfield  received  a  report  from  Mansfield  that 
a  Friend  was  in  needy  circumstances  and,  accordingly  six  members 
were  named  to  attend  to  his  situation  and  others  that  might  be 
necessary.  The  answers  to  the  fifth  query  were  usually  as  follows : 

The  necessities  of  the  poor  are  duly  inspected  and  relief  afforded,  the  children 
of  such  partake  of  learning  freely,  one  instance  of  a  child  being  placed  from 
amongst  Friends.43 

In  probably  half  of  the  answers  they  stated  no  child  placed  from 
among  friends.  One  of  the  preparatives  of  this  meeting  specified 
its  care  for  the  education  of  the  poor  as  follows: 

The  following  friends  are  appointed  to  inform  the  parents  of  some  poor 
children  within  the  compass  of  this  meeting,  that  they  may  have  the  privilege 
of  sending  them  to  our  school  one  month  free  of  cost,  to  wit, — Thos.  Earl, 
Joseph  Willits,  John  Warren  and  Thos.  Lawrie.44 

Similar  action  was  taken  in  1793  when  a  request  from  a  poor 
member  was  received : 

40Ibid.,  5/VI/1827  and  7/VIII/1827. 

41Min.  Stony  Brook  Prep.  Mtg.,  2/II/1837. 

42Ibid.,  23/I/1862;  22/III/1866;  18/XII/1873;  and  18/II/1875. 

43Min.  U.  S.  Mo.  Mtg.,  7/II/1816. 

44Min.  U.  S.  Prep.  Mtg.,  20/X/1790. 


Care  and  Education  of  the  Poor 


249 


Peter  Shinn  informed  the  Meeting  that  having  sent  his  son  to  this  school 
several  months  and  he  apprehends  himself  not  fully  of  ability  to  pay  therefore, 
which,  being  considered,  the  meeting  agrees  to  pay  for  the  same  and  directs 
the  Treasurer  to  call  on  the  school  master  for  his  account  and  discharge  it.45 

In  like  manner,  1810, 

Information  was  received  that  Joseph  Morris,  a  member  of  our  Meeting 
being  in  low  circumstances  has  several  children  of  an  age  proper  for  having 
school  instruction.  William  Newbold  is  authorized  to  inform  him  that  the 
Trustees  will  pay  the  price  for  two  that  he  may  send  to  a  school  kept  at  said 
William  Newbold’s  for  three  or  more  months  as  the  said  school  may  continue 
to  be  kept,  and  the  said  W.  Newbold  as  our  Treasurer  is  authorized  to  pay  the 
charge  of  the  same  when  the  account  may  be  exhibited.46 

This  policy  appears  to  have  continued  without  change  through¬ 
out  the  century. 

The  following  report  was  made  in  Mt.  Holly  in  1781 : 

The  committee  who  have  the  oversight  of  the  poor  reported  they  had 
several  times  met  and  there  was  wanting  twelve  pounds  to  discharge  the 
debts;  after  consideration  the  Meeting  agrees  to  raise  the  sum  of  twenty-five 
pounds,  for  the  use  of  the  poor,  and  the  Preparative  Meetings  are  desired  to 
collect  it  in  the  usual  proportion,  and  pay  to  the  Treasurer.47 

In  1793  a  plan  of  subscription  for  a  fund  was  drawn  up,48  said 
fund  “to  be  applied  to  the  education  of  such  children  as  now  do 
or  hereafter  shall  belong  to  the  same  preparative  meeting  whose 
parents  are  not  or  shall  not  be  of  ability  to  pay  for  their  education.” 

It  appears  by  a  minute  of  the  same  year,  that  the  care  of  the 
schools  and  the  poor  was  given  into  the  hands  of  the  same  com¬ 
mittee. 

The  former  committee  is  released  and  the  following  Friends  are  appointed  to 
have  the  care  of  Friends’  schools  within  the  compass  of  this  Monthly  Meeting 
and  also  to  inspect  the  necessities  of  the  poor,  and  administer  relief  as  they 
may  see  occasion,  Joseph  Powel,  Joseph  Ridgway,  George  West,  Aaron 
Smith,  Job  Jones,  Thomas  Bispham,  Daniel  D.  Smith,  Josiah  Gaskill,  Richard 
Lawrence  and  Abraham  Brown.49 

These  three  extracts  indicate  how  the  school  fund  was  used  for 
the  poor. 

Received  of  Anthony  Sharp,  treasurer  of  the  School  fund  forty-three  dollars 

ibIbid.,  20/III/ 1 793. 

46Min.  U.  S.  Prep.  Mtg.,  School  Trustees,  19/XII/1810. 

47Min.  Mt.  Holly  Mo.  Mtg.,  7/III/1781.  4SFacsimile  p.  95. 

49Min.  Mt.  Holly  Mo.  Mtg.,  7/II/1793. 


250 


Quaker  Education  in  New  Jersey 


and  three  cents,  .  .  .interest  of  the  school  fund,  as  per  contract  with  the 
trustees  for  schooling  poor  children. 

Mary  Reeve  to  Edward  Bullock  Dr. 


To  quarter  tuition,  Stacy  $3.00 

“  Rachel  2.50 

“  Mary  2.50 

Quills  and  ink  .15 


$8.15 

Received.  .  .of  James  Hulme,  Treasurer  of  Mt.  Holly  Friends’  School 
Fund  forty-three  dollars  and  three  cents  for  the  education  of  indigent  children 
for  the  past  year.50 

Little  Egg  Harbor  Meeting,  so  far  as  available  records  show, 
provided  an  exception  to  the  general  rule  of  establishing  permanent 
funds  to  educate  the  poor.  They  reported  “the  necessities  of  the 
poor  has  been  attended  to,  but  that  of  learning  is  yet  wanting 
among  many,”  in  1793,  and  for  a  number  of  years  thereafter.  At 
the  same  time,  however,  money  was  raised  on  occasion  “for  the 
use  of  the  poor.”  In  1806,  and  thereafter,  the  situation  with 
regard  to  learning  was  somewhat  improved,  but  not  as  satisfactory 
as  in  other  meetings.51  The  report  for  that  year  stated: 

The  necessities  of  the  poor  has  been  attended  to  and  some  care  extended 
towards  the  education  of  their  children.  No  Friends’  children  placed  from 
amongst  Friends.52 

Haddonfield,  in  1790,  mentioned  the  receipt  of  the  quarterly 
meeting’s  proposals  for  raising  funds  to  school  poor  children.  A 
fund  was  established  and  their  poor  educated  in  a  school  which 
has  come  down  to  the  present  day.  In  1822  they  expended  $  1 2  2 . 43 
on  the  education  of  poor  children.53 

Uj5per  Evesham  Preparative  Meeting  reported  on  their  school 
fund  in  1804  as  follows: 

The  principal  of  the  school  fund  is  £  113/16/1,  and  in  the  last  year  the  sum 
of  6  pounds  and  7  pence  hath  been  appropriated  to  the  schooling  of  poor 
children  and  other  purposes  and  the  interest  calculated  on  the  above  fund  to 
the  first  of  the  present  month  which  remains  unexpended  is  £  24.7.8JJ  out  of 
which  about  six  pounds  is  directed  to  be  paid.54 

The  situation  in  South  New  Jersey  seems  to  have  been  similar 

50School  Fund  Records  of  Mt.  Holly  Prep.  Mtg.,  25/III/1830;  28 /V/ 
1837;  and  24/X/1844. 

51Min.  L.  E.  H.  Mo.  Mtg.,  8/VIII/1793  and  14/VII/1803. 

h<lIbid. ,  13/II/1806.  53Min.  Haddonfield  Mo.  Mtg.,  n/II/1822. 

54Min.  Upper  Evesham  Prep.  Mtg.,  7/III/1804. 


Care  and  Education  of  the  Poor 


251 


to  that  in  Haddonfield  and  Burlington  Quarterly  Meetings.  In 
1756  Salem  Monthly  reported: 

The  poor  are  taken  care  of  as  necessity  calls  for  it,  and  their  children  partake 
of  learning  and  they  and  other  Friends’  children  placed  amongst  Friends 
generally.55 

The  answers  to  this  query  were  substantially  the  same  there¬ 
after,  and  individual  reports  deal  with  the  amounts  spent  for 
“poor  education.”  From  the  minutes  of  1800  the  following  report 
is  taken: 

The  committee  appointed  to  inspect  into  the  necessities  of  the  poor  re¬ 
ported  they  had  in  the  course  of  their  service  expended  of  the  moneys  raised 
for  that  service  £  12/17/ 8 — and  from  the  moneys  arising  from  the  sales  of  the 
effects  of  a  Friend  lately  deceased  £  9/10  and  that  there  is  remaining  from 
said  sale  £  16/8 hyi  which  is  directed  to  be  paid  to  the  Treasurer  of  this 
Meeting  and  their  service  is  approved.56 

The  table  below  shows  amounts  expended  for  the  “poor’s 
necessities,”  and  probably  includes  sums  paid  for  schooling.57 

Throughout  the  period  from  1828  to  1853 — excepting  one  year — 
a  total  of  $965.96  was  expended  upon  the  schooling  of  the  poor 
exclusively.  The  largest  amount  spent  in  any  one  year  was 
$117.71  in  1853;  the  smallest,  $3.66  in  1849.  The  average  yearly 
expenditure  was  $48.29  plus.58 

Care  was  also  given  in  the  cases  of  defectives,  as  is  shown  by  a 
few  entries  in  the  minutes,  one  of  which  is  quoted  below: 

The  trustees  of  the  school  fund  inform  that  agreeably  to  the  direction  of  this 
Meeting.  .  .  .has  been  placed  at  the  Pennsylvania  Institution  for  educating 
the  deaf  and  dumb  and  continued  there  4 yi  years.  Upon  consideration 
Friends  are  now  satisfied  he  should  be  removed.59 

In  Greenwich,  in  1792  £  5/8/2^  was  received  from  the  several 
preparative  meetings  to  meet  the  expenses  of  the  poor.60  The 


55Min.  Salem  Mo.  Mtg.,  25/I/1756. 

57  Year 
1816 
1820 
1823 

1828 

1829 

1830 
1832 
i835 

58Compiled  from  reports  in  the  Minutes 
are  for  Orthodox  Friends. 

59Ibid.,  30/IX/1829. 


56 1  bid.,  25/VIII/1800. 

Amount 

$123.91 

215.48 

136.07 

65-33 

14-13^2 

3.20 

H-59 

164.95 

of  Salem  Mo.  Mtg.  These  figures 


60Min.  Greenwich  Mo.  Mtg.,  1/II/1792. 


252 


Quaker  Education  in  New  Jersey 


general  answer  to  the  query  on  the  poor  was  (prior  to  the  middle 
of  the  19th  century)  that  “Poor  Friends’  necessities”  were  pro¬ 
vided  for  and  “their  children  freely  partake  of  learning.”  In 


:Nct.  /. 

*) 


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»  - 


Beginning  of  First-day  Free  Schools  at  Woodbury,  N.  J.  in  1816 


1844  they  reported  “There  are  none  of  our  members  who  need 
pecuniary  aid  and  no  Friends’  child  placed  among  us.”61 


61Ibid.  ,1/11/1844 


Care  and  Education  of  the  Poor 


2  53 

Woodbury  Monthly  Meeting,  soon  after  its  establishment, 
entered  into  a  plan  for  raising  a  fund  to  “be  strictly  applied  to  ye 
schooling  poor  children.”  A  facsimile  of  the  rules  for  regulating 
the  execution  of  the  trusts  is  shown  on  page  139.  Likewise  the 
plans  for  Woodbury  Free  School,  in  1773,  provided  for  the  educa¬ 
tion  of  poor  children.  It  should  be  observed  that  at  Woodbury, 
as  elsewhere,  no  opprobrium  was  attached  to  charity  education 
by  offering  it  in  a  separate  school.  The  poor  attended  the  same 
school  as  those  whose  parents  were  able  to  pay,  and  the  trustees 
of  the  fund  settled  the  bill  with  the  master  according  to  an  agree¬ 
ment  made  concerning  them.  On  page  142  is  reproduced  a  page 
of  the  school  fund  expenditures  for  charity  education.  Such  ex¬ 
penditures  were  authorized  first  for  members,  second  to  those  who 
“professed”  with  Friends,  and  then  “Black  children  born  free.” 

Sunday  schools  were  mentioned  in  a  previous  page  as  one  of  the 
numerous  agencies  created  for  the  purpose  of  diffusing  moral 
teaching  and  practical  rudiments  of  an  education.  Though  not 
appearing  to  have  been  generally  introduced  among  Friends 
early  in  the  nineteenth  century,  some  are  found.  Woodbury,  in 
1816,  drew  up  a  constitution  for  the  promotion  of  “First  Day 
Free  Schools”62  and  adopted  rules  for  the  government  of  the  same.63 

The  type  of  instruction  given  in  this  school  is  indicated  in  the 
rules  to  regulate  the  order  of  teaching. 

The  following  items  from  records  of  Rahway  and  Plainfield 
Monthly  Meeting  in  the  Shrewsbury  Quarter  indicate  that  the  sup¬ 
port  and  education  of  the  poor  occupied  their  attention  as  we  have 
noticed  elsewhere. 

Paid  John  Webster  $10.18  for  George  Clark  for  Schooling  and  Doctoring  a 
daughter  of  John  Mooner,  by  order  of  the  committee  for  the  Poor. 

To  Cash  paid  Richard  Harthorne  toward  the  Westtown  School  Costs. 

To  Cash  paid  John  Brown  toward  paying  Samuel  Wooly  for  keeping  Denis 
Hurley’s  children. 

To  Cash  paid  Elijah  Shotwell  for  schooling  for  a  poor  child,  $16. 

To  Cash  paid  E.  Shotwell  for  Quarter  Schooling  for  I.  Clark. 

To  cash  paid  Caleb  Mekeelf?]  for  schooling  Nathan  King’s  grandchildren 
$6. 50. 64 

62Page  252.  63Page  254. 

64Account  Book  of  Rahway  and  Plainfield  Mo.  Mtg.;  25/XII/1804;  15/I/ 
1805;  19/XI/1812;  6/II/1814;  28/XII/1816;  and  17/VIII/1817. 


254 


Quaker  Education  in  New  Jersey 


It  is  evident  from  a  study  of  the  records  that  Quakers  in  New 
Jersey  took  a  prominent  part  in  philanthropic  education  during 


*  //  CZ  J  '//  /  *  *  *  i  /  }  'iZ  c  %  / 

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-'Ti  r-  .  /»/■  At  Ay  *ycrvE  •  fE 


The  Order  of  Teaching  in  Woodbury  Sunday  Schools 


the  eighteenth  and  nineteenth  centuries  both  by  promoting  the 
idea  and,  in  a  more  practical  way,  in  the  meetings.  The  works  of 
such  Quaker  philanthropists  as  Woolman,  Benezet,  Bellers,  Budd 


Care  and  Education  of  the  Poor 


255 


and  Dymond  make  it  clear  that  they  considered  education  a  ne¬ 
cessity  for  society,  a  privilege  which  the  poor  should  share  with  the 
rich;  and,  so  far  as  practice  is  concerned  it  is  found  that  local  and 
central  meetings  continually  exerted  themselves  to  provide  “that 
the  children  of  the  poor  may  have  due  help  of  education,  instruction 
and  necessary  learning,”  and  that  both  rich  and  poor  be  “provided 
with  industrious  employments.”  For  this  purpose  special  funds 
were  established  by  the  superior  meetings  and  provision  made  for 
the  admission  of  poor  children  to  schools  at  the  expense  of  the  school 
committee.  In  the  nineteenth  century  “First  Day”  schools  be¬ 
gan  to  be  established  as  a  new  means  of  providing  education  for 
the  poor. 


CHAPTER  VIII 


APPRENTICESHIP  EDUCATION 

The  term  apprenticeship,  originating  from  apprendre,  to  learn’ 
began  during  the  Middle  Ages  to  signify  a  contract  between  a 
master,  teacher,  or  craftsman,  and  an  apprentice  or  learner.  The 
master  agreed  to  teach  the  “art”  or  “mystery”  to  the  apprentice 
and  the  latter  agreed  to  serve  the  former  during  the  period  of  his 
contract.  Such  apprenticeship  was  common  to  the  learned  pro¬ 
fessions, the  trades  or  crafts,  and  those  who  were  studying  for  the 
Master’s  degree  in  the  Liberal  Arts. 

In  the  latter  part  of  the  fourteenth  century  apprenticeships 
were  mentioned  in  the  statutes  of  Richard  II,  and  in  the  sixteenth, 
in  the  fifth  year  of  Elizabeth,  was  passed  the  famous  Statute  of 
Apprentices  which  remained  in  force  about  two  hundred  and  fifty 
years.  This  “Act  touching  divers  Orders  for  artificers,  laborers, 
servants  of  husbandrie,  and  apprentices,”  provided,  among  other 
things  that: 

.  .  .every  person  being  an  householder  and  four  and  twenty  years  old  at  the 
least,  dwelling  or  inhabiting.  .  .in  any  city  or  town  corporate,  and  using  and 
exercising  any  art,  mystery,  or  manual  occupation  there,  shall  and  may, 
after  the  Feast  of  St.  John  Baptist  next  coming,  during  the  time  that  he  shall 
so  dwell  or  inhabit  in  any  such  city  or  town  corporate  and  use  and  exercise  any 
such  mystery,  art  or  manual  occupation,  have  and  retain  the  son  of  any  Free¬ 
man  not  occupying  husbandry  nor  being  a  laborer,  and  inhabiting  in  the  same 
or  in  any  other  city  or  town  that  now  is  or  hereafter  shall  be  and  continue  in¬ 
corporate,  to  serve  and  be  bound  as  an  apprentice  after  the  custom  and  the 
order  of  the  City  of  London  for  seven  years  at  the  least,  so  as  the  term  and 
years  of  such  apprentice  do  not  expire  or  determine  afore  such  apprentice  shall 
be  of  the  age  of  four  and  twenty  years  at  the  least.1 

It  was  further  provided  that  none  could  exercise  any  art,  mystery 
or  manual  occupation  until  he  had  first  served  an  apprenticeship 
of,  seven  years.2  Those  persons  who  refused  to  become  apprentices 
might  be  imprisoned  until  they  complied  with  the  law,3  but  none 
except  minors  could  be  thus  compelled.  Unmarried  women,  be- 

^Elizabeth  C.4,  Art.xix — See  vol.  IV,  StAT.  of  the  Realm. 

-Ibid.,  Art.  xxiv.  3 Ibid .,  Art.  xxviii. 

256 


Apprenticeship  Education 


257 


tween  the  ages  of  twelve  and  forty  years  could  be  compelled  by 
authority  of  “two  Justices  of  Peace,  the  Mayor,  or  other  head 
officer  .  .  .  and  two  aldermen,  or  two  other  discreet  burgesses  .  .  . 
to  be  retained  or  serve  by  the  year  or  by  the  week  or  day,  for  such 
wages  and  in  such  reasonable  sort  and  manner  as  they  shall  think 
meet  .  .  subject  to  imprisonment  as  indicated  above.4  Pro¬ 
vision  was  made  for  the  apprehension  of  fleeing  indentured  serv¬ 
ants. 

The  colonists  who  first  came  to  New  Jersey  were  not  hampered 
by  any  specific  laws  regarding  apprenticeship.  All  “putting  out 
of  children”  referred  to  in  the  earliest  meetings  may  be  regarded 
as  adherence  to  custom  followed  in  England,  enjoined  both  by  the 
law,  their  leaders,  and  the  official  advices  of  superior  meetings. 

On  the  other  hand,  apprenticeship  was  implied.  Although  there 
were  as  yet  no  apprenticeship  laws,  provision  was  made  for  the  care 
of  orphaned  children  who  had  no  estate.  The  “Concessions  and 
Agreements,”  drawn  up  in  1676,  provided  that  if  a  person  died 
intestate,  leaving  a  wife  and  children,  the  administrator  should 
give  security  “to  secure  two  parts  of  the  estate  for  the  children.” 
If  there  were  children  left  orphan,  and  no  estate  sufficient  to 
maintain  and  bring  them  up  the  commissioners  were  empowered 
“to  appoint  persons  to  take  care  for  the  child  or  children  to  bring 
them  up  in  such  manner  as  the  commissioners  shall  appoint,  and 
the  charges  thereof  to  be  bourne  by  the  public  stock  of  the  Prov¬ 
ince.”5  A  law  to  the  same  effect  was  passed  in  West  Jersey  in 
1681.6 

In  1682  the  Quaker  assembly  of  West  Jersey  provided  by  law 
that: 

For  the  prevention  of  differences  betwixt  masters  and  servants  be  it  hereby 
enacted  by  authority  aforesaid,  that  all  servants  within  this  Province,  who  are 
to  have  reference  to  the  custom  of  their  country  for  their  service  at  the  ex¬ 
piration  thereof,  either  by  covenant,  or  to  whom  it  shall  become  due,  instead  of 
other  covenant  shall  be  as  follows,  (viz.)  Ten  bushels  of  corn,  necessary 
apparel,  two  horses,  and  one  ox. 

And  further  that  all  servants  above  the  age  of  one  and  twenty  years,  trans¬ 
ported  or  to  be  transported  into  this  province  without  indentures  or  other 
agreements,  shall  serve  four  years,  to  commence  from  the  time  the  ship  shall 


4 Ibid.,  Art.  xvii. 

Teaming  and  Spicer:  Orig.  Constitutions ,  403. 


6 Ibid.,  430-3 


Quaker  Education  in  New  Jersey 


258 

be  entered  in  the  said  province;  and  that  all  other  servants,  under  the  age  of 
one  and  twenty  years,  transported  or  to  be  transported  into  this  province, 
without  indentures,  shall  within  three  months  next  after  his  or  her  arrival,  be 
brought  to  the  court  within  that  jurisdiction  where  he  or  she  shall  reside, 
which  court  shall  appoint  how  long  time  such  servant  shall  serve.7 

In  1683  provision  was  made  by  law  for  “preventing  servants  running  away 
from  their  masters,  and  other  vagabonds,”  by  directing  all  magistrates  and 
officers  to  “take  special  notice  of  all  suspicious  travellers  and  require  their 
pass  or  certificates,  under  the  hand  and  seal  of  the  magistrate.  .  .or  public 
notary  of  the  place  of  their  last  abode,  to  satisfy  of  the  clearness  of  his,  or  her, 
or  their  coming  away.  .  .  ”  and  for  want  of  the  same  to  take  them  into  custody. 8 

When  Cornbury  took  charge  of  the  Province  of  New  Jersey 
(1702)  he  was  instructed  by  the  Court  of  St.  James,  to, 

Indeavor,  with  the  assistance  of  the  Council,  to  provide  for  the  raising  of 
stocks,  and  building  of  public  workhouses,  in  convenient  places,  for  the  em¬ 
ploying  of  poor  and  indigent  people,9 

In  1774  an  act  for  the  settlement  and  relief  of  the  poor,  based 
essentially  on  English  practice,  was  passed  by  New  Jersey.  By 
this  law  a  person  possesseed  of  any  “freehold  estate  of  the  value 
of  fifty  pounds”  gained  the  right  of  settlement  in  any  place  where 
the  estate  might  be.  One,  not  a  freeholder,  must  gain  his  right  of 
residence  by  serving  an  apprenticeship  of  at  least  one  year  in  the 
city,  borough,  township,  or  precinct;  such  a  right  of  settlement 
could  not  be  obtained  by  a  servant,  procured  bought  or  hired  from 
jails  or  workhouses,  for,  as  the  law  notes,  “inconveniences  have 
arisen  therefrom.” 

Regarding  the  apprenticeship  of  the  poor  it  was  provided  by 
article  eighteen: 

.  .  .That  it  shall  and  may  be  lawful  for  the  overseers  of  the  poor,  or  any  two 
of  them,  with  the  assistance  and  approbation  of  two  Justices  of  the  Peace  of 
any  county,  city  or  town  corporate  of  this  colony,  and  they  are  hereby  en¬ 
joined  and  commanded  to  put  forth  and  bind  out  any  poor  child  or  children, 
who  have  no  parents  or  whose  parents  shall  apply  to  the  said  overseer  or 
overseers  for  relief,  or  the  child  or  children  of  any  poor  parents  whatsoever, 
who  shall  bring  up  their  said  children  in  sloth,  idleness  and  ignorance,  and 
upon'  advice  and  direction,  given  by  the  said  overseer  or  overseers,  shall,  for 
three  months  after  such  advice  and  direction,  refuse  or  neglect  to  put  forth  and 
bind  out  such  poor  child  or  children  for  such  a  number  of  years  as  the  said 
justices  and  overseers,  in  their  discretion  shall  think  proper,  for  a  male  person 
till  they  shall  arrive  at  twenty-one  years  of  age,  and  for  a  female,  till  they 
arrive  at  eighteen  years  of  age,  and  no  longer;  and  the  said  justices  or  any 

sIbid.,  477.  3 Ibid.,  642. 


7 Ibid.,  447. 


Apprenticeship  Education 


259 


two  of  them,  amongst  the  common  covenants  in  the  indenture  and  indentures, 
made  and  agreed  upon  between  the  parties,  shall  always  insert  the  following 
clause:  ‘that  every  such  master  and  mistress,  to  whom  such  poor  child  or 
children  shall  be  bound  out  as  aforesaid,  shall  cause  every  such  child  or  children 
to  be  taught  and  instructed  to  read  and  write’.  .  .10 

Apprenticeship  was  dealt  with  again  by  legislation  of  1798,  and 
1799.  That  of  1799  provided  specifically  that  children  of  any 

beggar,  vagrant,  vagabond,  common  drunkard,  or  common  prostitute,  or  of 
any  person,  who  shall  not  provide  for  such  child.  .  .should  be  bound  out  to 
any  person  willing  to  take  such  child,  till  the  age  of  twenty-one  years,  if  a 
male,  or  eighteen  years,  if  a  female,  or  for  a  less  time.11 

The  laws  above  named,  respecting  apprenticeship  were  amended 
frequently  during  the  nineteenth  century;  in  1820,  provision  was 
made  that  the  age  given  in  the  indenture  should  not  be  taken  as 
“conclusive,”  and  that  the  “true  age  of  such  infant  may  be  inquired 
into  and  given  in  evidence  in  any  court  .  .  in  1844,  and  1854,  it 
was  amended  so  that  an  indenture  to  a  number  of  masters,  or  a 
firm,  might  be  valid.  Other  supplements  were  made  in  1859,  1862, 
1864,  1871,  and  1875,  which  effected  changes  of  detail,  such  as  per¬ 
mitting  houses  of  refuge  to  bind  out  children,  requiring  signature 
of  mother,  if  living  (1871),  and  permitting  residents  of  the  state 
to  enter  into  indentures  with  those  outside  the  same.12 

From  the  foregoing  it  is  evident  that  such  care  as  may  be  found 
in  the  Society  of  Friends  for  the  apprenticeship  of  their  children 
is  only  compliance  with  the  English  law.  The  desire  that  they  be 
educated  in  a  religious  fashion  dictated  that  children  be  apprenticed 
to  Friends,  or  those  who  would  be  zealous  to  give  them  a  “guarded, 
religious  education.” 

George  Fox,  in  1669,  sent  forth  the  following  letter  to  Friends 
“throughout  the  nation,”  concerning  “putting  out  poor  children 
to  trades.” 

My  dear  Friends: 

Let  every  quarterly  meeting  make  enquiry  through  all  the  monthly  and 
other  meetings  to  know  all  Friends  who  are  widows,  or  others,  that  have 
children  fit  to  put  out  apprentices,  so  that  you  may  set  forth  four  in  a  year  in 

10Patterson:  Laws  of  New  Jersey,  31;  That  these  provisions  were  generally 
incorporated  appears  in  old  township  books.  Stewart,  in  his  Notes  on  Old 
Gloucester  County  pp.  58-9,  describes  the  indentures  found  in  the  back  of  an 
old  township  book  of  Great  Egg  Harbor,  near  the  close  of  the  eighteenth 
century. 

nIbid.,  41 1.  12Laws  of  N.  J.,  for  the  respective  years. 


26o 


Quaker  Education  in  New  Jersey 


each  county,  or  more,  if  there  be  occasion.  This  apprentice,  when  out  of  his 
time,  may  help  his  father  or  mother  to  support  the  family  that  is  decayed,  and 
in  so  doing  all  may  come  to  live  comfortably.  This  being  done  in  your 
quarterly  meetings,  you  will  have  a  knowledge  through  the  county  in  the 
monthly  and  particular  meetings,  of  masters  fit  for  them,  and  of  such  trades 
as  their  parents  or  you  desire,  or  the  children  most  inclinable  to.  Thus  being 
placed  out  to  Friends,  they  may  be  trained  up  in  truth,  and  by  this  means  you 
may  preserve  Friends’  children,  and  enable  them  to  be  a  strength  and  help  to 
their  families,  and  nursers  and  preservers  of  their  relations  in  their  ancient 
days.  Thus  also,  things  being  ordered  in  the  wisdom  of  God,  you  will  take 
off  a  continual  maintenance,  and  free  yourselves  from  much  cumber.  For  in 
the  country  ye  know,  ye  may  set  forth  an  apprentice  for  a  little  to  several 
trades,  as  bricklayers,  masons,  carpenters,  wheelwrights,  plough  wrights, 
taylors,  tanners,  curriers,  blacksmiths,  shoemakers,  nailers,  butchers,  weavers 
of  linen  and  woolen,  stuffs  and  serges,  etc.  And  you  may  do  well  to  have  a 
stock  in  your  quarterly  meetings  for  that  purpose.  All  that  is  given  by  any 
friends  at  their  decease,  except  it  be  given  for  some  particular  use,  person  or 
meeting,  may  be  brought  to  the  public  stock  for  that  purpose.  This  will  be  a 
way  for  preserving  of  many  that  are  poor  among  you ;  and  it  will  be  a  way  of 
making  up  poor  families.  In  several  counties  it  is  practiced  already.  Some 
quarterly  meetings  set  forth  two  apprentices;  and  sometimes  the  children  of 
others  that  are  laid  on  the  parish.  You  may  bind  them  for  fewer  or  more 
years,  according  to  their  capacities.  In  all  things  the  wisdom  of  God  will 
teach  you;  by  which  ye  may  help  the  children  of  poor  friends  that  they  may 
come  to  support  their  families.  .  . 

London,  G.  F. 

The  first  of  the  eleventh  month,  1669. 13 

The  above  advice  of  Fox  found  favor  in  the  meetings,  and, 
being  in  harmony  with  laws  already  mentioned  its  rapid  spread 
was  to  be  expected.  In  all  meeting  advices  on  the  subject  of 
apprenticeship  there  was  an  emphasis  on  the  moral  influence  that 
might  be  secured  by  placing  the  apprentice  under  the  care  of  one 
of  their  own  members.  The  following  is  representative  of  advices 
on  apprenticeship  of  the  Philadelphia  Yearly  Meeting: 

Advised,  that  Friends  be  carefull  not  to  put  their  children  apprentice  to  such 
as  are  not  Friends,  whereby  they  are  often  led  away,  through  evil  examples, 
but  as  much  as  in  them  lies  to  bring  up  their  children  and  all  under  their  care 
in  the  fear  and  nurture  of  the  Lord,  that  none  may  be  blameworthy  in  a  thing 
so  greatly  necessary.14 

The  minutes  of  meetings  in  New  Jersey  contain  many  cases  in 
which  the  meeting  assisted  in  putting  young  members  out  as 
apprentices,  thus  keeping  in  harmony  with  the  injunctions  of 

13Fox:  Journal ,  424-5.  14Ms.  Advices,  p.  27. 


Apprenticeship  Education 


261 


leaders  and  within  the  laws  of  the  colony.  The  following  extracts 
deal  with  individual  cases. 

In  1685  the  following  agreement  was  made  between  two  members 
of  Burlington  Monthly  Meeting: 

In  pursuance  of  an  agreement  made  with  William  Atkinson  at  a  monthly 
meeting  of  Friends  at  Burlington  the  eleventh  month,  1685,  I,  the  within 
named  Francis  Collins,  do  hereby  further  promise  and  engage  with  inbounden 
Thomas  Atkinson  to  teach  him  the  carpenters  trade  during  his  said  apprentice¬ 
ship  so  far  as  he  is  of  capacity  to  learn  the  same,  and  at  the  expiration  of  said 
term  to  give  said  Thomas  fifty  acres  of  land.  Witness  my  hand  this  twenty- 
first  day  of  the  twelfth  month,  1685.  Francis  Collins. 

Witnesses,  James  Budd,  George  Hutchinson.15 

Those  who  had  oversight  of  the  poor,  sometimes  a  standing  com¬ 
mittee  on  that  subject,  frequently  took  charge  of  placing  out  the 
children  of  those  who  were  unable  to  educate  them,  paying  a  sum 
of  money,  at  times,  to  enable  the  master  to  give  them  a  school 
education.  In  1762,  Burlington  Meeting  recorded: 

A  friend  from  the  committee  appointed  to  consider  the  case  of  a  poor  widow 
wanting  assistance  reported  they  thought  it  necessary  to  advance  ten  pounds 
for  bounding  out  one  of  her  children  and  to  enable  the  person  taking  him  to 
give  him  proper  schooling,  on  consideration  of  which  the  meeting  doth  agree  to 
the  proposal.  .  .that  proper  care  be  taken  with  respect  to  the  child's  educa¬ 
tion  and  if  any  of  her  other  children  can  be  assisted  with  regard  to  the  means  of 
gaining  sufficient  learning,  they  are  desired  to  look  into  it.  .  .  16 

Nevertheless  the  minutes  assure  us  the  meetings  were  not  all 
able,  or  perhaps  zealous,  to  look  after  apprenticeship  carefully. 
In  1775  the  minutes  of  Burlington  Quarterly,  speaking  of  the 
situation  in  the  several  lower  meetings,  informed  that: 

Fifth,  this  query  nearly  complied  with  in  respect  to  the  poor,  but  some 
omissions  mentioned  in  placing  out  of  Friends’  children  among  Friends.17 

Likewise  in  1784  Upper  Springfield  Monthly  stated  the  fifth 
query  was  complied  with — i.  e.  poor  cared  for — “except  one  in¬ 
stance  of  a  youth  being  placed  from  among  Friends,  of  which  some 
care  has  been  taken.”18  Two  were  reported  “placed  from  among 
Friends”  in  1795;  two,  likewise,  in  1803  and  so  on.  These  cases, 
which  were  brought  up  for  treatment  by  the  meeting,  might  be 
added  to  indefinitely  if  space  allowed,  and  it  were  necessary,  for 


15Min.  Burlington  Mo.  Mtg.,  4/XI/1685.  16Ibid.,  4/X/1762. 
17Min.  Burlington  Q.  Mtg.,  28/VIII/1775. 

18Min.  U.  S.  Mo.  Mtg.,  4/VIII/1784. 


262 


Quaker  Education  in  New  Jersey 


the  problems  of  one  meeting  were  very  similar  to  those  of  another.19 
The  preparative  meetings  had  the  most  intimate  concern  with 
these  cases,  and  made  answer  relating  thereto  in  their  replies  to 
the  fifth  query.  Upon  a  difficult  situation  arising  a  committee 
was  named  in  the  monthly  or  preparative  meetings  as  the  case 
warranted. 

Apprenticeship  of  the  youth  to  a  desirable  trade  often  necessi¬ 
tated  his  leaving  home  and  going  to  the  city.  In  such  cases,  the 
meetings  prepared  the  usual  certificates,20  in  order  that  he  be  re¬ 
ceived  by  Friends  in  his  new  home.  The  following  are  examples: 

John  Hoskins.  .  .requested  our  certificate  on  behalf  of  his  son  Caleb  to  be 
directed  to  the  Monthly  Meeting  of  Philadelphia  he  being  put  apprentice  to  a 
Friend  of  that  meeting.  Joseph  Wetherill  and  John  Cox  are  appointed  to 
prepare  one.21 

Thomas  Schoolfield,  apprentice  to  John  Welding  at  Trentown  brought  a 
certificate  from  Buckingham  Monthly  Meeting  to  this  meeting,  recommending 
him  to  the  care  of  Friends  in  his  minority,  which  was  read  and  approved.22 

Request  was  made  to  this  meeting  by  one  of  the  overseers  of  Pilesgrove  for  a 
certificate  for  Anthony  Sharp,  young  lad  who  has  gone  apprentice  to  Phila¬ 
delphia.  Therefore  this  meeting  appoints  Preston  Carpenter  and  John  Reeve 
to  take  an  opportunity  with  him  before  a  certificate  is  granted. 

19 Ibid.,  5 /VIII/ 1 795 ;  and  9/II/1803. 

20The  use  of  certificates  was  a  regular  rule  in  the  Society  of  Friends  numerous 
directions  for  their  issuance  and  use  being  given  by  the  London  Yearly  Meeting. 
Likewise  Philadelphia  advised  concerning  them  repeatedly  after  its  establish¬ 
ment.  Their  use  was  necessary  for  all  members  who  desired  to  remove  to 
another  meeting;  ministers  who  travelled  about  preaching,  and  of  course,  the 
apprentices  who  went  to  a  distant  town.  In  the  case  of  the  last  named  it  was 
not  so  much  because  the  law  required  it  (after  1774)  but  because  it  was  de¬ 
manded  by  the  meeting.  See  Ms.  Christian  and  Brotherly  Advices  of  (Phila¬ 
delphia  Yearly  Meeting,  pp.  25ft.  and  30iff.)  On  the  subject  of  certificates 
the  discipline  of  1744  stated:  “When  apprentices  or  persons  under  age,  are 
under  a  necessity  of  going  from  one  place  to  another,  their  parents  or  guardians, 
masters  or  mistresses,  should  apply  for  certificates  for  them,  recommending 
them  to  the  care  and  oversight  of  the  monthly  meeting  whereto  they  remove." 
(Reincorporated  in  Rules  of  Discipline .  .  .  .  (1834),  p.  30). 

The  giving  of  certificates  was  provided  by  the  law  of  1774:  “That  if  any 
person  or  persons  shall  think  proper  to  remove  out  of  any  one  city  into  another, 
there  to  inhabit  and  reside,  and  shall  at  the  same  time  procure,  bring  and 
deliver,  to  the  overseers  of  the  poor  of  every  such  city.  .  .a  certificate  under 
the  hands  and  seals  of  the  overseers  of  the  poor,  or  any  two  of  them,  of  his, 
her,  or  their  last  legal  settlement,  attested  by  two  or  more  credible  witnesses, 
etc.,  etc.,  then,  and  in  such  case  it  shall  be  lawful  for  every  such  person  and 
persons,  with  their  families  upon  delivery  of  such  certificate  as  aforesaid,  to 
continue,  abide  and  remain  in  any  such  city.  .  .”  (See  Patterson:  Laws  of 
N.  J.,  28-9.) 

21Min.  Burlington  Mo.  Mtg.,  3/XII/1787. 

22Min.  Chesterfield  Mo.  Mtg.,  1/IV/1749. 


Apprenticeship  Education 


263 


Preston  Carpenter  requested  a  certificate  for  his  son,  Thomas  Carpenter 
who  is  put  an  apprentice  to  Philadelphia,  to  a  merchant,  a  Friend  of  that  city, 
therefore  this  meeting  appoints  Bartholomew  Wyatt  to  prepare  one  and  bring 
to  next  meeting.23 

Request  was  made  for  a  certificate  for  Isaac  Hause,(Hanse?)a  minor  placed 
apprentice  with  a  Friend  of  Pilesgrove  Monthly  Meeting.  Jonas  Friedland 
and  David  Smith  are  appointed  to  make  the  needful  enquiry  prepare  one  and 
bring  to  next  meeting.24 

Upon  some  occasions  it  was  necessary  that  the  meeting  take 
charge  of  the  direction  of  financial  affairs — i.  e.,  to  settle  affairs 
among  themselves  without  assistance  of  law  if  possible — .  The 
following  is  a  case  in  point,  which  involved  the  disposal  of  children 
as  apprentices: 

Friends  that  were  appointed  to  speak  with  widow  Nicholson  gave  testimony 
that  according  to  Friends’  desire,  they  have  spoken  to  her,  but  have  received 
little  that  was  of  any  satisfaction.  So  this  day  Friends  having  her  before  the 
meeting  advised  her  and  proposed  to  her  to  put  forth  four  of  her  children  and 
she  and  the  youngest  of  her  children  might  have  house  room  and  firing  freely 
for  one  year  with  Matthew  Grange;  and  to  call  in  her  creditors  and  give  them 
satisfaction  out  of  her  goods.  And  also  to  resign  up  the  plantation  that  is 
engaged  to  James  Marshall  unto  him.25 

Fewer  cases  of  apprenticing  of  girls  were  recorded,  yet  this  cus¬ 
tom  was  frequently  followed.  In  1717,  at  Chesterfield, 

Jacob  Doughty,  one  of  the  executors  of  the  last  will  of  Anne  Beck,  deceased, 
applied  to  this  meeting  for  their  advice  concerning  the  putting  out  the  daughter 
of  the  said  Anne  Beck  as  an  apprentice  to  Margaret  Howell,  at  Philadelphia 
and  this  meeting  advises  to  make  as  good  terms  as  can  be  for  the  child,  and  if 
nothing  appear  upon  enquiry  but  it  may  be  well,  this  meeting  advises  to  put 
the  child  out  accordingly.26  . 

Woodbridge  Meeting,  in  1718,  dealt  as  follows  with  the  girls  and 
boys  of  William  Willis: 

Benjamin  Wade  and  John  Willis  were  appointed  by  this  meeting  for  the 
service  aforesaid  of  putting  out  the  said  William  Willis’  children  apprentice. 
(He  being  here  and  consenting  thereinto)  One  of  which  children  being  a  boy 
they  are  to  take  care  that  his  master  be  obliged  to  give  him  two  suits  of  apparel 
att  the  expiration  of  his  time,  be  taught  to  wright  a  legible  hand,  and  instructed 
in  arithmetick  so  farr  as  the  rule  of  three.  The  other  being  a  girl,  to  be  put 
apprentice  until  she  arrives  to  the  age  of  eighteen  years,  obliging  her  master  to 
give  her  at  the  end  of  her  time  two  suits  of  apparell  and  teach  her  to  read  in  the 
Bible.27 

23Min.  Salem  Mo.  Mtg.,  24/VI/1771.  2iIbid .,  27/V I/1796. 

25Min.  Chesterfield  Mo.  Mtg.,  7/IX/1689.  2GIbid .,  4/II/1717. 

27Min.  Woodbridge  Mo.  Mtg.,  25/VI/1718. 


264 


Quaker  Education  in  New  Jersey 


The  case  of  the  son  of  William  Willis  well  illustrates  the  persis¬ 
tence  with  which  meetings  sometimes  strove  to  get  children  placed 
•  in  Friends’  families.  This  case  occupied  about  two  years.  In 
1719  the  meeting  stated  that  “no  place  as  yet  presenting  the 
child  is  ordered  to  go  to  John  Shotwell’s  house  until  a  place  does 
present.”28  A  few  months  later,  “This  meeting  appoints  John 
Laing  and  Benjamin  Smith  to  speak  to  Thomas  Cawood  and  his 
wife  to  see  whether  they  may  be  willing  to  take  William  Willis 
his  child  until  the  age  of  twenty-one,  and  if  so,  upon  what  terms, 
and  make  report  to  the  next  meeting.”29 

This  was  not  successful  and, 

in  the  sixth  month  (1720)  an  agreement  by  order  of  the  meeting  was  made 
with  Daniel  Shottwell  for  the  taking  apprentice  Nathaniel  Willis,  son  of 
William  Willis,  while  he  come  of  age;  the  meeting  being  to  pay  him  sixteen 
pounds  at  several  payments  with  the  child,  that  is  to  say,  five  pounds  in 
the  sixth  month  next,  five  pounds  in  the  sixth  month  1722  and  the  residue  in 
the  sixth  month  1723. 30 

If  the  father  or  guardian  did  not  take  steps  to  apprentice  the 
child  at  the  proper  age  (at  thirteen  or  fourteen  years)  or  failed  to 
ask  the  meeting’s  assistance  for  so  doing,  the  latter  took  the  case 
into  its  own  hands.  Thus,  in  1773,  Woodbridge  Meeting  was 

Informed  that  a  son  of  Abraham  Thorn,  a  lame  lad,  is  arrived  to  a  proper 
age  to  be  put  out  apprentice  and  said  Abraham  Thorn  not  taking  proper  care 
to  put  him  out  the  meeting  appoints  John  Webster.  .  .John  Hay  dock  to 
look  a  place  for  him  and  on  what  terms  and  report  to  next  monthly  meeting.31 

A  breach  of  the  rule  that  children  should  be  “placed  among 
Friends”  brought  the  individual  so  offending  under  the  eye  of  the 
overseer.  The  following  random  selection  illustrates  the  point : 

The  overseers  of  Pilesgrove  informed  this  meeting  that  they  had  visited 
the  Friends  that  had  bound  children  under  their  care  from  amongst  Friends  to 
learn  trades,  and  that  one  of  them,  viz.,  Thomas  Barber,  said  that  he  knew  it  to 
be  contrary  to  Friends’  rules  but  did  not  think  of  it  at  that  time  and  was  sorry 
it  happened  so,  but  that  he  had  obligated  the  master  to  let  his  son  go  to  meeting 
on  First  days  and  other  days  of  the  week  when  his  business  would  admit. 
The  other,  George  Colson,  (being  brother  to  the  child)  said  he  was  unac¬ 
quainted  with  the  rules  of  Friends  on  that  account  and  was  sorry  he  had  dis¬ 
obliged  his  friends,  but  was  not  sorry  if  his  brother  should  do  well  that  he  had 
placed  him  to  the  man  he  had — and  that  he  had  desired  the  master  to  restrain 
his  brother  from  speaking  evil  words  and  other  bad  practices.  Therefore  this 


28Ibid.,  2 1  /III/ 1 719. 
30Ibid.f  15/IV/1721. 


29Ibid.,  17/VII/1719. 
81  Ibid.,  19/V/1773. 


Apprenticeship  Education 


265 


meeting  continues  the  said  friends  and  lets  them  know  it  is  a  breach  of  our 
discipline  and  that  Friends  expect  they  will  attend  this  meeting  and  make 
Friends  satisfaction  and  appoints  Mark  Reeve  to  accompany  the  said  over¬ 
seers  in  that  service.32 

If  at  marriage  either  of  the  contracting  parties  had  children  by 
an  earlier  union,  the  meeting  gave  special  attention  to  see  that 
their  rights  were  properly  safeguarded.  In  1761,  Salem  recorded: 

To  this  meeting  came  Thomas  Copperthwaite  and  Mary  Willis  the  first 
time  and  declared  their  intentions  of  marriage  with  each  other.  .  .are  ap¬ 
pointed  to  enquire  into  his  life  and  conversation  and  clearness  in  relation  to 
marriage  and  Charles  Fogg  to  join  them  to  see  that  the  rights  and  property  of 
the  said  Mary  Willis'  children  by  her  former  husband  be  taken  care  of  and 
report  to  next  meeting.33 

Another  example  of  the  same  concern  for  children  occurred  in 
the  case  of  Benjamin  Griscom  and  Rebecca  Thompson,  who 
"‘declared  their  intention  of  marriage”  and  Friends  were  at  once 
appointed  “to  see  that  the  rights  of  her  former  husband’s  children 
are  attended  to  .  .  .”34 


32Min.  Salem  Mo.  Mtg.,  24/IX/1759. 

33 Ibid.,  29/VI/1761.  34Ibid.,  20/VIII/181 1 . 


CHAPTER  IX 

EDUCATION  OF  “INFERIOR  RACES” 

Christianity  has  proclaimed  in  the  most  solemn  and  exalted  terms  the  ab¬ 
solute  equality  of  all  men.  There  is  neither  Greek  nor  Jew,  circumcision  nor 
uncircumcision,  Barbarian,  Scythian,  bond  nor  free:  but  Christ  is  all  and  in  all. 
The  precepts  Christianity  delivers,  might  have  been  expected  to  soften  the 
feelings  and  tame  the"  pride  of  the  stronger  race.  It  must  however,  be  ad¬ 
mitted  that  in  all  or  nearly  all  the  countries,  where  white  men  and  black  men 
dwell  together,  Christianity  though  it  has  brought  from  without  not  only 
devoted  missionaries  but  such  a  band  of  noble  and  self-sacrificing  women  as 
went  after  the  war  to  the  Southern  states  to  teach  the  newly  liberated  negroes, 
has  failed  to  impress  the  lessons  of  human  equality  and  brotherhood  upon  the 
whites  established  in  the  country.  Their  sense  of  scornful  superiority  resists 
its  precepts.1 

Thus  wrote  Lord  Bryce,  and  there  are  exceedingly  few  exceptions. 
Upon  examination  of  the  principles  and  practices  of  the  Society 
of  Friends,  however,  it  appears  that  they,  as  a  small  part  of  a 
superior  white  race,  did  recognize  the  principle  of  brotherly  equality 
and  sought  to  practice  it.  In  the  pursuit  of  this  liberal  policy 
they  were  guided  by  the  vision  of  their  great  leaders. 

In  the  letters  of  Fox  there  is  a  clear  indication  that  the  religious 
welfare  of  the  Indians  and  Negroes  was  as  near  his  heart  as  that 
of  the  white  brethren.  In  one  instance  he  points  out  that  Christ’s 
death  offered  “propitiation  not  only  for  the  sins  of  Christians,  bus 
for  the  sins  of  the  whole  world.”2  In  another,  writing  to  Friendt 
in  the  ministry,  who  had  gone  to  America,  he  charged  them: 

Let  your  light  shine  among  the  Indians,  the  Blacks,  and  the  Whites;  that 
ye  may  answer  the  truth  in  them,  and  bring  them  to  the  standard  and  ensign, 
that  God  hath  set  up,  Christ  Jesus.  .  .  .And,  Friends,  be  not  negligent  but 
keep  up  your  Negroes’  meetings  and  your  family  meetings;  and  have  meetings 
with  the  Indian  kings,  and  their  councils  and  subjects  everywhere,  and  with 
others.  Bring  them  all  to  the  baptizing  and  circumcising  Spirit,  by  which 
they  may  know  God  and  serve  and  worship  him.? 

Woolman  in  his  Considerations  on  the  Keeping  of  Negroes ,  like- 

^ryce,  The  Relations  of  the  Advanced  and  Backward  Races  of  Mankind , 
40-1. 

2Woody:  Early  Quaker  Education  in  Pennsylvania ,  234. 

3Letter  dated  n/X/1690,  in  Fox’s  Journal ,  642. 

266 


Education  of  Inferior  Races 


267 


wise  bespoke  equal  rights  for  that  despised  and  much  wronged 
part  of  humanity.  In  all  cases  his  arguments  are  based  upon  the 
supposition  of  equality  from  the  Christian  viewpoint: 

The  color  of  a  man  avails  nothing  in  matters  of  right  and  equity.  Consider 
color  in  relation  to  treaties;  by  such,  disputes  betwixt  nations  are  sometimes 
settled.  And  should  the  Father  of  us  all  so  dispose  things,  that  treaties  with 
black  men  should  sometimes  be  necessary,  how  then  would  it  appear  among 
the  princes  and  ambassadors,  to  insist  on  the  prerogative  of  the  white  color? 

Whence  is  it  that  men,  who  believe  in  a  righteous  omnipotent  Being,  to 
whom  all  nations  stand  equally  related,  and  are  equally  accountable, — remain 
so  easy  in  it;  but  for  that  the  ideas  of  negroes  and  slaves  are  so  interwoven  in 
the  mind  that  they  do  not  discuss  this  matter  with  that  candour  and  freedom 
of  thought  which  the  case  justly  calls  for?.  .  .4 

If  those  who  were  spoiled  and  wronged,  should  at  length  make  slaves  of  their 
oppressors,  and  continue  slavery  to  their  posterity,  it  would  look  rigorous  to 
candid  men,  but  to  act  that  part  toward  a  people,  when  neither  they  nor 
their  fathers  have  injured  us,  hath  something  in  it  extraordinary,  and  re¬ 
quires  our  serious  attention.5 

He  also  sees  in  the  institution  of  slavery  a  source  of  ill  effects 
in  the  education  of  children  of  the  slave  owning  class. 

It  appears  by  experience  that  where  children  are  educated  in  fulness,  ease 
and  idleness,  evil  habits  are  more  prevalent,  than  is  common  amongst  such 
who  are  prudently  employed  in  the  necessary  affairs  of  life;  and  if  children  are 
not  only  educated  in  the  way  of  so  great  temptation,  but  have  also  the 
opportunity  of  lording  it  over  their  fellow  creatures,  and  being  masters  of  men 
in  their  childhood,  how  can  we  hope  otherwise  than  that  their  tender  minds 
will  be  possessed  with  thoughts  too  high  for  them,  which  by  continuance, 
gaining  strength,  will  prove,  like  a  slow  current,  gradually  separating  them 
from  (or  keeping  from  acquaintance  with)  that  humility  and  meekness  in 
which  alone  lasting  happiness  can  be  enjoyed.6 

Woolman  incorporated  his  belief  in  practice.  Upon  a  certain 
occasion  a  request  came  to  him  to  write  the  will  of  one  who  ex¬ 
pected  to  dispose  of  slaves,  among  other  things. 

I  told  the  man  that  I  believed  the  practice  of  continuing  slavery  to  this 
people  was  not  right.  .  .and  had  a  scruple  in  my  mind  against  doing  writings 
of  that  kind.  .  .and  desired  to  be  excused  from  going  to  write  the  will.7 

Anthony  Benezet,  a  teacher  of  long  experience  both  in  schools 
for  white  children,  and  that  established  for  Negroes  in  Philadelphia, 

4Woolman’s  Journal,  (1837),  229-30.  5Ibid.,  239-40. 

6Woolman’s  Works  (Philadelphia,  1806)  p.  224. 

Rbid.,  44.  In  1774  the  Yearly  Meeting  Advices  followed  the  principle  of 
John  Woolman  saying  that  none  ought  to  act  as  executors  or  administrators 
to  such  estates  where  slaves  were  bequeathed. 


268 


Quaker  Education  in  New  Jersey 


was  an  indefatigable  protagonist  of  their  cause.  In  laboring  to 
promote  it  he  wrote  voluminously:  brief  tracts,  articles  in  news¬ 
papers,  and  also  more  pretentious  publications  served  to  spread 
abroad  his  contention  that  human  slavery  was  utterly  incompatible 
with  the  most  elementary  Christian  principles.  By  his  vigorous 
campaign  he  was  able  to  stir  up  the  Society,  of  which  he  was  a 
member,  to  greater  activity.  Upon  one  occasion,  when  a  new 
movement  against  slavery  was  being  discussed  in  the  Yearly  Meet¬ 
ing,  and  a  trifling  opposition  was  made,  he  arose  and  cried  out : 
“Ethiopia  shall  soon  stretch  out  her  hands  unto  God.”8 

Among  the  more  pretentious  works  against  slavery  were  A 
Short  Account  of  that  Part  of  Africa  inhabited  by  the  Negroes ,  of 
which  a  second  edition  appeared  in  1762,  A  Caution  and  Warning 
to  Great  Brtiain  and  her  Colonies  on  the  Calamitous  State  of  the 
Enslaved  Negroes  in  the  British  Dominions ,  published  in  1767,  and 
An  Historical  Account  of  Guinea  ....  Twenty  years  after  publica¬ 
tion  of  the  Caution  and  Warning,  the  Yearly  Meeting  of  London 
caused  it  to  be  distributed  widely  among  the  regular  and  dissenting 
clergy,  officials  of  the  realm,  and  the  most  important  schools. 

Benezet  was  impressed  by  the  fact  that  men  failed  to  be  logical 
in  their  advocacy  of  freedom  and  equality.  In  1767  he  wrote: 

At  a  time  when  the  general  rights  and  liberties  of  mankind,  and  the  preserva¬ 
tion  of  those  valuable  privileges  transmitted  to  us  from  our  ancestors,  are 
become  so  much  the  subjects  of  universal  consideration,  can  it  be  an  enquiry 
indifferent  to  any,  how  many  of  those  who  distinguish  themselves  as  the 
advocates  of  liberty  remain  insensible  and  inattentive  to  the  treatment  of 
thousands  and  tens  of  thousands  of  our  fellow  men,  who,  from  motives  of 
avarice  and  the  inexorable  decree  of  tyrant  custom,  are  at  this  very  time  kept 
in  the  most  deplorable  state  of  slavery  in  many  parts  of  the  British  dominions?9 

In  the  Account  of  Africa ,  he  concludes: 

Upon  the  whole  of  what  has  been  said  it  must  appear  to  every  honest,  un¬ 
prejudiced  reader  that  the  negroes  are  equally  entitled  to  the  common  privi¬ 
leges  of  mankind  with  the  whites;  that  they  have  the  same  rational  powers, 
the  same  natural  affections  and  are  as  susceptible  of  pain  and  grief  as  they; 
that,  therefore,  the  bringing  and  keeping  them  in  bondage  is  an  instance  of 
oppression  and  injustice  of  the  most  grevious  nature,  such  as  is  scarcely  to  be 
paralleled  by  any  example  in  the  present  or  former  ages.  Many  of  its  woeful 

8 Biographical  Sketches  of  Friends ,  301. 

9 Caution  and  Warning  to  Great  Britain  and  her  Colonies ,  in  Views  of  American 
Slavery  taken  a  Century  Ago,  29. 


Education  of  In  ferior  Races 


269 


effects  have  already  been  expressed,  but  those  which  more  particularly  call  for 
the  notice  and  redress  of  the  government  arise  from  its  inconsistency  with 
everything  that  is  just  and  humane,  whence  the  worst  effects  naturally  flow  to 
the  religion  and  morals  of  the  people  where  it  prevails.10 

Concerning  his  experience  as  a  teacher  of  the  Negroes,  Benezet 
stated : 

I  can  with  truth  and  sincerity  declare  that  I  have  found  amongst  the 
Negroes  as  great  variety  of  talents  as  among  the  like  numbers  of  whites;  .and  I 
am  bold  to  assert  that  the  notion,  entertained  by  some,  that  the  Blacks  are 
inferior  in  their  capacities,  is  a  vulgar  prejudice,  founded  on  the  pride  or 
ignorance  of  their  lordly  masters,  who  have  kept  their  slaves  at  such  a  distance 
as  to  be  unable  to  form  a  right  judgment  of  them.11 

The  same  liberal  sentiments  characterized  Benezet’s  view  of 
the  Indian  natives. 

Upon  the  whole,  it  is  a  matter  of  undoubted  persuasion,  with  impartial 
people,  who  have  been  conversant  with  Indians,  that  if  their  dispositions  and 
natural  power  are  duly  considered,  they  will  be  found  to  be  equally  with  our 
own,  capable  of  improvements  in  knowledge  and  virtue,  and  that  the  apparent 
difference  between  us  and  them,  is  chiefly  owing  to  our  different  ways  of  life, 
and  different  ideas  of  what  is  necessary  and  desirable,  and  the  advantage  of 
education,  which  puts  it  in  our  power  to  gloss  over  our  own  conduct,  however 
evil;  and  to  set  theirs,  however  defensible,  in  the  most  odious  point  of  light.12 

The  philanthropy  towards  both  Negro  and  Indian,  that  so 
characterized  his  whole  life,  was  evident  after  death.  His  will 
provided  that  the  residue  of  his  small  estate  should  be  used : 

to  hire  and  employ  a  religious  minded  person  or  persons,  to  teach  a  number  of 
negro,  mulatto  or  Indian  children,  to  read,  write,  arithmetic,  plain  accounts, 
needle  work,  etc.,  and  it  is  my  particular  desire,  founded  on  the  experience  I 
have  had  in  that  service,  that  in  the  choice  of  such  tutor,  special  care  may  be 
had  to  prefer  an  industrious  careful  person,  of  true  piety,  who  may  be  or  be¬ 
come  suitably  qualified,  who  would  undertake  the  service  from  a  principle  of 
charity,  to  one  more  highly  learned,  not  equally  disposed.13 

Yearly  Meeting’s  Attitude  towards  Slave  Holding 

The  statements  which  embodied  the  sentiment  of  the  superior 
meeting  of  the  Society  on  the  subject  of  Negro  slavery,  were  all  in 
harmony  with  individual  views  already  discussed.  These  state- 

10A  Short  Account  of  Africa  in  Views  of  American  Slavery ,  63. 

II  Ibid.,  25-6.  12 Some  Observations  on  the  Indian  Natives,  40. 

13Vaux,  Memoirs  of  Benezet,  135. 


270 


Quaker  Education  in  New  Jersey 


ments,  issued  from  time  to  time,  are  indeed  the  crystallization  of 
the  best  thought  on  the  subject. 

As  early  as  1688  the  Christian  Advices  stated  that  a  paper  was 
presented  by  some  German  Friends  concerning  the  lawfulness 
and  unlawfulness  of  buying  and  keeping  of  Negroes,  but  it  was 
judged  not  to  be  proper  for  the  Yearly  Meeting  at  that  time  to 
give  a  “positive  judgment”  as  it  had  so  “general  a  relation  to 
many  other  parts  ...” 

During  the  succeeding  eight  years  the  opinion  of  the  meeting 
became  more  crystallized  and  the  following  advice  was  given  out  in 
1696 : 

Whereas  several  papers  have  been  read  relating  to  the  keeping  and  bringing 
in  of  negroes,  which  being  duly  considered,  it  is  the  advice  of  this  meeting 
that  Friends  be  careful  not  to  encourage  the  bringing  in  of  any  more  negroes, 
and  that  such  that  have  negroes  be  careful  of  them,  bring  them  to  meetings  or 
have  meetings  with  them  in  their  families  and  restrain  them  from  loose  and 
lewd  living  as  much  as  in  them  lies,  and  from  rambling  abroad  on  first  days 
“or  other  times.”14 

In  1712  the  Philadelphia  Yearly  Meeting  received  a  letter  from 
London  Meeting  concerning  Negro  slaves.  In  this,  reference 
was  made  to  their  earlier  advices  of  1696,  notwithstanding  which 

traders  flocked  in  among  us  over  whom  we  had  no  gospel  authority,  and  such 
have  increased  and  multiplied  negroes  amongst  us,  to  the  grief  of  divers 
Friends  whom  we  are  willing  to  ease  if  the  way  might  open.  .  . 

Since  Negroes  were  more  numerous  in  other  provinces  than  here, 
it  was  thought  desirable  to  have  an  expression  from  the  provinces. 
Hence  the  epistle  closed  with  a  request  for  counsel  from  Phila¬ 
delphia.15  In  1714  the  reply  of  Philadelphia  Meeting  adverted 
to  the  law  passed  by  the  Quaker  Colony  laying  a  duty  of  £  20 
on  each  head  imported  “which  Law  the  Queen  was  pleased  to 
disannul .  ”  F  ur  thermore , 

we  could  heartily  wish  that  a  way  might  be  found  to  stop  bringing  in  more 
here,  or  at  least  that  Friends  may  be  less  concerned  in  buying  or  selling  of  any 
that  may  be  brought  in  and  hope  for  your  assistance  with  the  government  if 
any  further  law  should  be  made  discouraging  the  importation. 

It  seems  that  at  this  early  date  Friends  in  New  Jersey  and 
Pennsylvania  were  clear  of  the  practise  only  in  part :  many  held 
slaves  but  “we  know  not  of  any  Friend  amongst  us  that  has  any 


uMs.  Christian  Advices  of  Phila.  Yearly  Meeting,  171. 


15  Ibid.,  172. 


Education  of  Inferior  Races 


271 


hand  or  concern  in  bringing  any  out  of  their  own  country.”16 

In  1715  the  lower  meetings  were  advised  that 

If  any  Friends  are  concerned  in  the  importation  of  Negroes,  let  them  be  dealt 
with,  and  advised  to  avoid  that  practice.  .  .and  that  all  who  have  or  keep 
Negroes  do  use  and  treat  them  with  humanitv.  .  .  * 

Yet  it  is  necessary  to  recognize  in  these  early  advices  a  very 
cautious  attitude.  The  Yearly  Meeting  received  numerous  letters 
from  lower  meetings,  which  urged  more  drastic  action  than  it  at¬ 
tempted.  Thus,  in  1716,  in  answer  to  a  vigorous  proposal  from 
Chester,  the  Yearly  Meeting  advised: 

This  meeting  cannot  see  any  better  conclusion  than  what  was  the  judge¬ 
ment  of  last  meeting,  and  therefore  do  confirm  the  same — and.  .  .  Friends 
.  .  .  as  may  be,  avoid  buying  such  Negroes  as  shall  hereafter  be  brought  in, 
rather  than  offend  any  Friends  who  are  against  it.  Yet  this  is  only  Caution 
and  not  Censure.17 

The  advice  of  1719  was  a  little  more  specific: 

Advised  that  none  among  us  be  concerned  in  the  fetching  or  importing  negroe 
slaves  from  their  own  country  or  elsewhere.  .  .treat  them  with  humanity.  .  . 
make  them  acquainted  with  the  principles  of  Truth  and  inculcate  morality 
among  them. 

However,  many  years  were  to  elapse  before  all  this  could  be  achieved  • 
In  1730,  the  monthly  meetings  were  directed  to  admonish  and  cau¬ 
tion  those  who  offended  by  the  practice  of  purchasing  those  newly 
imported  or  to  be  imported.  This  advice  was  repeated  year  after 
year,  and  in  1737  the  lower  meetings  were  charged  to  send  in  an 
account  to  the  Yearly  Meeting.  On  the  receipt  of  the  forthcoming 
reports 

Divers  Friends.  .  .expressed  their  satisfaction  in  finding  by  the  reports  of  the 
Quarterly  Meetings  that  there  is  so  little  occasion  of  offense  given  by  Friends 
concerning.  .  .encouraging  the  importing  of  negroes.18 

This  feeling  of  satisfaction,  however,  gave  way,  after  nearly  20 
years,  to  a  recognition  that  the  “number  is  of  late  increased  amongst 
us.”  This  realization  brought  forth  a  long  pronouncement  ad¬ 
dressed  to  all  quarterly  metings.  Essential  portions  of  the  advice 
are  quoted: 

.  .  .if  we  continually  bear  in  mind  the  Royal  Law  of  doing  to  others,  as  we 
would  be  done  by,  we  shall  never  think  of  bereaving  our  fellow  creatures  of 
thgt  valuable  blessing,  Liberty;  nor  endure  to  grow  rich  by  their  bondage.  .  . 


'*Ibid.,  173. 


11  Ibid.,  174. 


lsIbid.,  176. 


272  Quaker  Education  in  N ew  Jersey 

How  can  we,  who  have  been  concerned  to  publish  the  gospel  of  universal  love 
and  peace  among  mankind,  be  so  inconsistent  with  ourselves  as  to  purchase 
such  who  are  prisoners  of  war.  .  .and  thereby  encourage  this  unchristian 
practice?  And  more  especially,  as  many  of  these  poor  creatures  are  stolen 
away.  .  .  .Do  we  consider  that  they  are  called,  and  sincerely  desire  that  they 
may  become  Heirs  with  us  in  glory,  and  rejoice  in  the  liberty  of  the  sons  of 
God,  whilst  we  are  withholding  from  them  the  common  liberties  of  mankind? 
Or  can  the  spirit  of  God,  by  which  we  have  always  professed  to  be  led,  be  the 
author  of  those  oppressive  and  unrighteous  measures?  Or  do  we  not  thereby 
manifest  that  temporal  interest  hath  more  influence  on  our  conduct  herein  than 
the  dictates  of  that  merciful,  Holy  and  unerring  Guide? 

And.  .  .you  who  by  inheritance  have  slaves  now  in  your  families.  .  .con¬ 
sider  them  as  souls  committed  to  your  trust  whom  the  Lord  will  require  at 
your  hands.  .  .watch  over  them  for  good,  instructing  them  in  the  Fear  of  God 
and  the  knowledge  of  the  Gospel.  .  .and  train  them  up,  that.  .  .should  (you) 
think  it  your  duty  to  set  them  free  they  may  be  the  more  capable  to  make  a 
proper  use  of  their  liberty.  Finally,  .  .  .we  entreat  you.  .  .seriously  to 
weigh  the  cause  of  detaining  them  in  bondage;  if  it  be  for  your  own  private 
gain,  or  for  any  other  motive  than  their  good,  its  much  to  be  feared  that  the 
Love  of  God.  .  .is  not  the  prevailing  principle  in  you  and  your  hearts  not 
sufficiently  redeemed  from  the  world.  .  ,19 

The  last  pointed  statement  obviously  laid  a  firm  basis  upon 
which  meetings  might  act,  and  disown  those  who  still  refused  to 
manumit  or  properly  care  for  their  slaves.  Action  by  local  meet¬ 
ings  was  much  more  vigorous  during  the  last  half  of  this  century. 

In  1758  the  meeting  found  a  “unanimous  concern  prevailing 
to  put  a  stop  to  the  increase  of  the  practice  of  importing,  buying, 
selling  or  keeping  slaves  .  .  .,”  and  approved  of  John  Woolman, 
John  Churchman,  John  Scarborough,  John  Sykes  and  Daniel 
Stanton,  who  were  to  visit  Friends  in  all  meetings  who  held  slaves. 
It  was  also  specifically  stated  that  “the  respective  Monthly  Meet¬ 
ing  .  .  .  should  manifest  their  disunion”  with  such  as  refused  to 
comply  with  the  advices,  after  admonition  had  been  given.20  This 
was  further  emphasized  in  a  committee  report  of  1774,  and  specific 
mention  made  of  instruction : 

and  .  .  .where  there  are  young  ones,  or  others  of  suitable  age  that  they 
excite  the  master.  .  .to  give  them  sufficient  instruction  and  learning  in  order 
to  qualify  them  for  the  enjoyment  of  the  liberty  intended,  and  that  they  be 
instructed  by  themselves  (the  masters)  or  placed  out  to  such  masters  and 
mistresses  who  will  be  careful  of  their  religious  education,  to  serve  for  such 
time,  and  no  longer  than  is  prescribed  by  law  and  custom  for  white  people.21 


ldIbid.}  177-181. 


20  Ibid.,  182-3. 


21  Ibid.,  186. 


Education  of  Inferior  Races 


2  73 

In  spite  of  these  measures  it  appears  by  the  advice  of  1776  that 
“many  difficult  and  complicated  cases”  of  Negro  slaves  still 
required  attention,  and  it  was  therefore  urged  that  “all  such  cases 
might  well  be  submitted  to  the  quarterly  meetings  where  they 
subsist,  whose  advice  and  judgment  should  be  observed  .  . 

In  1778  Friends  were  urged  to 

advise  and  assist  them  on  all  occasions  particularly  in  promoting  their  in¬ 
struction  in  the  principles  of  the  Christian  religion  and  the  pious  education  of 
their  children 

as  also  to  advise  them  in  respect  to  wordly  concerns;  and  a  year 
later  the  quarterly  meetings  were  directed  to  encourage  “a  con¬ 
tinued  care  for  the  instruction  of  these  people  in  schools  ...” 

By  1780  there  were  but  “few  remaining  in  bonds  with  any  of  our 
members”  and  most  attention  of  the  higher  and  lower  meetings 
was  given  to  their  education,  since,  with  freedom,  came  opportunity 
to  profit  by  an  education.  In  the  local  meetings  it  is  evident  that 
little  difference  was  made  between  the  poor  child  of  Negroes  and 
those  of  white  parents. 

The  Negro  Question  in  Local  Meetings 

In  the  following  pages  is  set  forth  the  activity  of  local  meetings 
relative  to  the  freedom  and  care  of  the  Negroes.  No  attempt  is 
made  to  deal  with  this  question  as  fully  as  its  importance  well  de¬ 
serves,  but  sufficient  material  will  be  presented  to  indicate  what 
the  efforts  were,  and  how  nearly  they  measured  up  to  the  ideals 
held  by  leaders  in  the  Society  and  expressed  in  the  injunctions  of 
the  official  meetings.  In  general,  the  records  that  have  been  found 
show  there  were  efforts  (1)  to  secure  freedom  (2)  give  religious 
education  (3)  advise  them  in  material  affairs  and  (4)  to  give  an 
elementary  school  education  such  as  was  common  at  that  time. 

The  official  interest  of  the  superior  meeting  in  the  welfare  of  the 
Negro  was  expressed  in  a  query22  relating  to  them,  concerning 
which  mention  has  already  been  made.  Answers  were  made  to 
the  query  by  the  monthly  meetings  and  forwarded  by  the  quarterly 
meetings  to  the  Yearly  Meeting. 

In  1757  Burlington  Quarter  reported: 


22In  1765  this  was  the  7th  query. 


274 


Quaker  Education  in  New  Jersey 


One  of  our  particular  Meetings  say  they  have  no  negroes  among  them,  all 
clear  of  importing  them  for  term  of  life.  They  are  generally  well  fed  and 
cloathed;  some  are  taught  to  read  and  taken  to  meetings  but  others  are  taken 
little  care  of  in  these  respects.23 

Though  from  the  above  report  the  situation  seems  to  have  been 
fairly  under  control,  it  was  necessary  to  remain  vigilant.  It  was 
customary  to  deal  with  members  in  case  they  infringed  upon  the 
discipline  of  the  society  by  dealing  in  slaves.  A  case  of  this  kind 
appeared  in  1761  when  T.  H.  of  Mt.  Holly  was  reported  to  have 
purchased  a  Negro  and  certain  Friends  were  named  to  speak  to 
him  and  report  to  the  next  Meeting.24  Similar  action  was  taken 
concerning  a  member  of  Old  Springfield  in  1764. 25  Ten  years 
later  the  Yearly  Meeting  urged  still  greater  attention  to  the 
practice  of  individual  members,  in  reply  to  which  Burlington  made 
the  following  minute: 

The  Meeting  taking  under  consideration  the  recommendation  of  last 
Yearly  Meeting  to  extend  further  labor  to  such  members  among  us  who 
hold  negroes  in  bondage,  after  deliberating  thereon  it  was  concluded  for  the 
present  to  recommend  it  to  the  several  Monthly  Meetings  to  enter  on  that 
service  as  they  find  the  way  open  and  to  report  at  next  Quarter  how  far  they 
have  proceeded.26 

In  response  the  monthly  meetings  appointed  committees  to 
deal  “as  wisdom  and  strength  shall  be  afforded.”  A  year  later 
this  committee  of  the  Monthly  Meeting  at  Burlington  was  urged  to 
give  “attention  to  these  matters  and  proceed  thereon  according  to 
the  discipline.”27  In  1776  they  reported  that  “as  to  those  who 
hold  Negroes  we  have  the  satisfaction  to  say  that  a  considerable 
number  have  manumitted  their  Negroes  by  deeds  duly  executed” 
to  take  effect  at  the  proper  age  and  in  the  meantime  taking  care 
of  their  education.28  The  following  report  of  the  manumission 
committee  was  given  in  1779. 

We  of  the  committee  for  the  manumisson  of  negroes  do  report  that  we  have 
labored  in  this  service  since  last  year,  but  the  number  of  three,  then  reported 
to  be  withheld  from  freedom,  have  since  increased  one  by  birth,  yet  we  are  not 
without  a  hope  that  some  or  all  may  be  released  in  a  little  longer  time  and  we 

23Min.  Burlington  Q.  Mtg.,  29/VIII/1757. 

24Min.  Burlington  Mo.  Mtg.,  4/V/1761. 

2bIbid.t  1/X/1764.  26Min.  Burlington  Q.  Mtg.,  28/XI/1774. 

27Min.  Burlington  Mo.  Mtg.,  6/III/1775.  2*Ibid.,  5/VIII/1776. 


Education  of  Inferior  Races 


275 


desire  still  to  attend  thereto  until  the  work  is  perfected  or  judgment  is  placed 
where  it  belongs.29 

In  1 780  the  number  of  slaves  held  in  this  meeting  had  been  reduced 
to  one,  under  age,  who,  it  was  thought,  would  soon  be  set  free. 
Furthermore,  regarding 

their  instruction  in  schools  and  in  the  principles  of  the  Christian  religion  do 
report  that  a  degree  of  religious  care  has  been  taken;  one  meeting  has  also 
been  appointed  for  them  which,  agreeable  to  an  invitation  given.  .  .the  most 
of  them  attended  and.  .  .we  may  express  our  having  received  the  reward  of 
satisfaction.30 

By  1782  the  committee  was  able  to  report: 

The  committee  of  the  manumission  of  negroes  reports  that  they  have  gone 
through  that  service  and  that  there  is  now  none  remaining  amongst  us  in 
bondage  that  they  know  of.  They  are  therefore  released  from  that  appoint¬ 
ment.31 

Though  freedom  was  secured  there  remained  a  great  problem 
in  their  education.  The  intimate  concern  for  the  Negroes’  educa¬ 
tion  is  in  part  evidenced  by  the  fact  that  the  committee  on  schools 
was  often  given  charge  of  Negro  affairs.  Likewise  the  Yearly 
Meeting  with  the  same  breath  usually  spoke  of  education,  and  urged 
a  concern  for  the  Negroes.  Especially  was  this  true  after  manu¬ 
mission  had  in  most  places  been  secured  and  the  greatest  problem 
remaining  was  education.  In  1788  Burlington  appointed  a  school 
committee  of  nineteen  “who  are  also  desired  to  attend  to  the 
concern  ...  of  doing  full  justice  to  the  Black  People.”32  At  the 
same  time  another  committee  of  visitation  was  appointed: 

The  following  Friends  are  appointed  to  join  with  Women  Friends  in  a  solid 
visit  to  the  families  of  such  Black  people  as  are  among  us,  and  inquire  into 
their  situation  and  pursuits  in  life,  administering  to  them  such  advice  tempor¬ 
ally  and  spiritually  as  may  arise  on  their  minds  agreeable  to  the  sense  of  the 
last  Yearly  Meeting,  viz.,  Robert  Grubb,  Joseph  Wetherill,  Thomas  Buzby, 
Joseph  Buzby,  Samuel  Hedges,  Asa  Shinn,  John  Brown  and  Samuel  Woolman, 
who  are  desired  to  meet  and  confer  with  the  committee  appointed  in  this  case 
by  our  last  Quarterly  Meeting  and  make  report.  .  .of  their  progress  therein. 

An  early  minute  of  Chesterfield  Monthly  Meeting  indicates  a 
hesitation  to  enforce  the  Christian  principle  for  fear  that  con¬ 
tentions  might  arise: 

Dear  Friends.  This  Meeting  having  considered  the  proposal  of  some 


29 Ibid.,  2/VIII/1779. 
nIbid.,  7/I/1782. 


™Ibid.,  7/VIII/1780. 
™Ibid.,  1/XII/1788. 


Quaker  Education  in  New  Jersey 


276 

Friends  to  our  last  Quarterly  Meeting  to  restrict  Friends  from  purchasing 
negroes  imported  into  these  parts,  it  is  the  sense  of  this  Meeting  that  as 
Friends  both  here  and  elsewhere  have  been  in  the  practice  of  it  for  time  past 
and  many  Friends  differing  in  their  opinions  from  others  in  that  matter,  we 
think  restricting  Friends  at  this  time  and  bringing  such  as  fall  into  the  same 
thing  under  dealing  as  offenders,  will  not  be  convenient  lest  it  create  contention 
and  uneasiness  among  them,  which  should  be  carefully  avoided.  We  hope 
these  Friends  that  are  dissatisfied  with  such  actings  will  not  only  be  exemplary 
but  in  a  Christian  spirit  persuade  against  a  practice  so  contrary  to  the  noble 
rule  laid  down  in  Holy  Scriptures  in  doing  to  all  as  they  would  that  they 
should  do  to  us.33 

Again,  even  as  late  as  1775,  they  recorded  that  several  were 
“disposed  to  set  their  Negroes  free,  but  most  of  those  are  dis¬ 
couraged  from  the  apprehension  of  incumbrance  which  it  might 
occasion  to  their  outward  estates  and  some  few  refuse  at  present.”34 
In  1776  the  committee  reported: 

We  further  add  that  the  committee  last  year  appointed  and  this  year  re¬ 
appointed  to  the  weighty  service  of  visiting  those  who  keep  negroes  in  bondage 
report  they  have  made  some  progress  therein  since  last  year  and  altho  there 
appears  too  great  a  disregard  to  common  justice  and  disposition  to  reject  the 
Christian  labor  of  their  brethren  in  favor  of  that  oppressed  people  in  some 
whom  they  have  not  yet  sufficiently  discharged  their  duty  to,  and  in  others  a 
small  degree  of  compliance  has  appeared  which  gives  encouragement  to  hope 
that  further  labor  will  be  useful  and  a  more  satisfactory  report  be  made  to  a 
future  meeting.35 

In  1778  the  efforts  to  secure  manumission  at  Chesterfield  brought 
out  seven  refusals  and  testimonies  were  duly  launched  against 
those  members.36  A  year  thereafter  the 

Committee  appointed  by  the  Monthly  Meeting  to  advise  and  assist  those 
negroes  and  their  children  who  have  been  restored  to  freedom,  particularly  in 
the  instruction  of  the  Christian  religion  and  the  pious  education  of  their 
offspring  have  attended  to  that  service  and  visited  all  such  within  the  compass 
of  this  Monthly  Meeting  and  advised  them  therein  as  way  opened  and  we 
find  there  is  but  few  of  these  people  who  attend  our  meetings  having  but  little 
savor  of  true  religion.  They  are  generally  ignorant  as  to  reading  and  writing — 
both  old  and  young,  yet  we  hope  there  is  an  increasing  care  among  Friends  to 
advise  and  encourage  such  of  our  members  who  have  the  care  of  their  young 
ones  to  be  more  attentive  towards  them  in  these  necessary  points  and  that  on 
all  occasions  we  show  forth  a  Christian  and  benevolent  spirit  toward  them.37 

In  spite  of  the  drastic  action,  reported  above  in  the  expelling 


33Min.  Chesterfield  Mo.  Mtg.,  6/VI/1730. 
*Hbid.,  1/VIII/1776.  ™Ibid.,  10/IX/1778. 


34 Ibid .,  3/VIII/1775. 

37im,  5/V111/1779. 


Education  of  Inferior  Races 


277 


of  members,  the  meeting  had  still  in  1786  to  report  that  there  were 
two  cases  of  Negroes  held  in  slavery  and  that  more  attention  was 
needed  for  those  set  free.  A  year  later  they  reported  none  held  as 
slaves  and  a  “care  on  the  minds  of  Friends”  regarding  their  educa¬ 
tion.  In  1789,  according  to  the  Yearly  Meeting’s  desire  a  com¬ 
mittee  was  appointed  to  advise  and  assist  them  in  temporal  and 
spiritual  affairs. 

Upper  Springfield  reported  in  1784  they  were  “clear  of  purchas¬ 
ing,  disposing  or  of  holding  mankind  as  slaves,  except  some  late 
instances  ...”  and  “there  is  some  care  taken  for  their  education.”38 
In  1795,  “one  minor  held”  but  “education  too  much  neglected, 
both  as  to  religion  and  learning,”  was  the  essence  of  their  report. 
By  1803  the  situation  had  improved: 

We  know  of  no  slaves  amongst  us  and  the  few  black  people  under  our  care 
appear  to  be  well  used,  with  some  care  for  their  religious  education.39 

Mount  Holly  Monthly  Meeting  in  1780  reported  two  slaves  not 
manumitted,  and  that  the  meeting  was  interested  in  “discharging 
their  duty  with  those  Negroes  that  are  manumitted.”40  Two 
years  later  they  report 

the  releasement  of  our  fellowmen  from  bondage  is  completed  and  their  educa¬ 
tion  has  been  in  a  good  degree  attended  to,  as  well  as  justice  done  to  those 
set  free.  .  . 

At  the  same  time,  the  care  of  Negroes  and  schools  was  placed 
under  a  new  committee: 

Isaac  Hilliard,  Samuel  Hilliard,  Asa  Shinn,  William  Lovet  Smith  andThomas 
Gaskill  are  appointed  to  have  the  care  of  negroes  that  are  set  free  and  their 
education  and  the  establishment  of  schools  for  the  instruction  of  our  children 
agreeable  to  the  direction  of  the  Yearly  Meeting  heretofore  and  in  the  present 
Extracts,  and  to  report  to  our  Meeting  as  soon  as  necessary.41 

Following  the  urgent  advices  of  the  Yearly  Meeting  in  1754 
and  1758,  such  members  of  Haddonfield  Monthly  Meeting  as  still 
held  slaves  were  dealt  with.  In  1760,  the  minutes  inform  that: 

J.  W.  appeared  and  declared  that  he  did  not  know  that  the  purchasing  a 
negro  was  a  breach  of  our  discipline  or  he  should  not  have  done  it — in  con¬ 
firmation  thereof  he  hath  set  his  hand  to  this  minute  in  the  meeting  (J.  W.)42 

The  next  twenty  years  witnessed  great  changes.  In  1771  a 


38Min.  U.  S.  Mo.  Mtg.,  4/VIII/1784.  39M.,  9/II/1803. 

40Min.  Mt.  Holly  Mo.  Mtg.,  9/VIII/1780.  ilIbid.,  4/XII/1782. 
42Min.  Haddonfield  Mo.  Mtg.,  14/IV/1760. 


278 


Quaker  Education  in  New  Jersey 


committee,  appointed  to  visit  such  as  still  held  Negroes  reported 
there  had  been  “good  satisfaction  to  the  visitors  and,  by  what  ap¬ 
peared,  also  to  the  visited.”43  The  effect  on  “the  visited”  was 
more  tangibly  expressed  in  1777  when  the  committee  reported 
they  had  “gone  thru  the  service  of  visiting  those  who  have  them 
and  obtained  manumission  for  18.”44  They  shortly  announced  the 
manumission  of  28  more. 

As  was  the  general  custom,  at  this  time,  religious  meetings  were 
established  for  Negroes,  as  described  in  the  following  minute: 

This  meeting  from  a  desire  to  promote  religion  and  virtue  among  the  negroes 
of  this  neighborhood  and  from  a  sympathy  with  them,  appoints  a  public 
meeting  for  worship  to  be  held  with  that  people  at  this  house  on  the  first  day 
preceding  our  next  Monthly  Meeting  to  begin  at  2  o’clock  in  the  afternoon.45 

The  promotion  of  religious  gatherings  was  followed  immediately 
by  a  more  adequate  plan  to  raise  funds  for  Negro  education,  in 
which  connection  a  committee  reported: 

The  committee  appointed  to  consider  the  proper  step  to  be  taken  for  school¬ 
ing  of  the  children  of  Free  Negroes,  made  report  in  writing  which  was  approved 
in  manner  following. 

The  Yearly  Meeting  having  long  manifested  a  concern  that  the  law  of 
righteousness  might  more  unitedly  prevail  among  us,  with  regard  of  doing  to 
others  as  we  would  they  should  do  to  us,  and  thereby  abolish  the  unrighteous 
practice  of  holding  our  fellowmen  in  slavery;  which  concern  has  been  blessed 
with  success  so  that  there  are  but  few  remaining  slave  holders  among  us ;  but 
as  their  education  has  been  too  generally  neglected  whereby  they  are  dis¬ 
qualified  for  improving  the  advantage  of  freedom,  these  with  other  con¬ 
siderations  induced  the  Monthly  Meeting  of  Haddonfield  to  propose  raising  a 
fund  to  be  applied  in  schooling  of  negro  children;  and  we  the  subscribers  being 
appointed  to  consider  how  this  benevolent  intention  may,  the  most  effectually 
be  carried  into  execution  do  propose  the  sum  of  one  hundred  pounds  be  im¬ 
mediately  raised  by  subscription,  and  that  the  Monthly  Meeting  should 
appoint  a  treasurer  to  receive  said  money  or  notes  payable  on  demand,  and 
the  committee  appointed,  agreeable  to  the  advice  of  last  Yearly  Meeting, 
should  consist  of  two  or  more  Friends  in  each  Meeting  and  be  distinguished  by 
the  name  of  the  Committee  for  Negro  affairs,  and  have  the  charge  and  laying 
out  of  said  money  for  schooling  negro  children,  buying  books,  or  any  other  use 
necessary  for  their  school  education,  and  have  stated  meetings  one  in  three 
months  to  confer  with  and  assist  each  other  in  perfecting  the  object  of  their 
appointment  and  the  treasurer  to  pay  out  said  money  agreeable  to  the  di¬ 
rection  of  the  committee,  at  any  of  the  said  meetings,  for  the  purposes  afore¬ 
said;  and  he  to  keep  fair  accounts  of  all  his  receivings  and  disbursements  and 


4Hbid.,  9/IX/1771. 


44 Ibid .,  14/VII/1777. 


45 1  bid.,  n/I/1779. 


Education  of  Inferior  Races 


279 


lay  them  before  the  Monthly  Meeting  in  the  8th  month  annually  and  at  such 
other  times  as  may  be  required  by  the  said  meeting;  and  it  is  our  sense  that  the 
giving  to  this  service  ought  to  be  a  free  will  offering  and  that  no  Friend  should 
be  urged  or  persuaded  to  give;  all  which  we  submit  to  the  Meeting. 

Woodbury,  2nd  mo.  15th  1779.  Solomon  Lippincott 

David  Cooper 

Thomas  Redman,  John  Hopkins 

Samuel  Paul 

James  Whitehall,  Jun.46 

In  accordance  with  the  above  proposal  the  meetings  of  Haddon- 
field,  Woodbury  and  Upper  Greenwich  raised  within  three  months 
the  sum  of  £  131  /14/0. 

By  1782  Haddonfield  Monthly  was  able  to  report  that  “we  have 
no  negroes  held  in  bondage  ...”  But,  though  this  was  achieved, 
more  attention  was  needed  in  other  respects.  Thereafter,  fre¬ 
quent  minutes  inform  us  that  “care  has  been  extended  to  free 
Negroes,  to  advise  and  assist  them  in  their  temporal  concerns,” 
special  Negro  meetings  were  continued,47  and  assistance  afforded 
respecting  the  education  of  their  children.48  Regarding  education, 
the  committee  reported,  in  1788,  money  was  being  raised  and  some 
had  been  applied  to  schooling  of  Negro  children.  From  all  avail¬ 
able  records  it  appears  that  Negro  education  was  provided  on  the 
same  basis  as  for  other  poor  children,  as  indicated  in  the  following 
extract : 

The  committee  appointed  reported  they  had  paid  some  attention  to  schools, 
kept  within  the  compass  of  this  meeting  to  good  satisfaction.  One  large  school' 
has  been  kept  up  at  Haddonfield,  and  a  number  of  black  children  have  par¬ 
taken  of  school  learning  with  other  poor  children,  from  the  fund  provided  for 
that  purpose.49 

At  Evesham  Monthly  Meeting  in  1771  Friends  were  appointed 
to  visit  those  that  kept  slaves.  After  four  years  the  situation  was 
described  as  follows: 

Those  that  hold  slaves  have  been  closely  treated  with  and  there  appears; 
only  two  men  within  the  compass  of  Evesham,  and  4  men  and  3  women  at 
Chester,  that  are  of  suitable  age  to  be  set  at  liberty,  that  are  held  in  bondage, 
some  of  which  there  is  a  prospect  of  their  being  set  at  liberty.50 

In  1780, 

4GIbid.,  23/III/1779. 

47These  religious  meetings  were  held  in  every  locality. 

48Ibid.,  12/IX/1785;  8/V/1786;  and  10/XII/1787. 

4^Ibid.,  8/IX/1794.  50Min.  Evesham  Mo.  Mtg.,  7/IX/1775. 


Quaker  Education  in  New  Jersey 


280 

The  committee  in  negro  cases  proposed  to  this  Meeting  the  raising  a  sum  of 
money  in  order  for  schooling  the  children  of  that  people,  which,  after  con¬ 
sideration  was  approved  of;  and  the  sum  of  £  12  is  agreed  to  be  raised  for  that 
purpose,  which  the  preparative  meetings  are  desired  to  attend  to  and  report  to 
next  meeting  and  said  committee  are  desired  to  expedite  the  schooling  of  such 
children  as  soon  as  conveniency  will  admit.51 

Provision  was  made  for  religious  services  as  in  other  localities. 
In  1791  the  committee  on  Negroes  reported  it  had  been  “instru¬ 
mental  towards  the  enlargement  of  some  of  that  people  by  manu¬ 
mission,  admitting  of  others  partaking  of  school  learning,  and  the 
placing  of  others  out  apprentices.”52 

Similar  reports  were  made  in  the  northern  and  eastern  Quaker 
settlements.  Shrewsbury  Quarterly  Meeting  noted  in  1756: 

For  some  time  past  Friends  have  neither  bought  nor  imported  negroes,  but 
we  fear  some  that  have  them  do  not  fully  discharge  their  duty  to  them  in 
training  them  up  in  the  principles  of  the  Christian  religion,  some  there  is  that 
is  careful  in  the  discharge  of  their  duty  in  that  respect.53 

In  1769  they  report  themselves  “clear  of  importing,  but  one 
Friend  under  dealing  for  buying, — a  shortness  we  believe  as  to 
their  education.”  Similar  reports  were  made  for  several  years. 
In  1773  it  was  necessary  to  deal  with  certain  members  for  purchas¬ 
ing  Negroes. 

All  the  committee  except  one,  appointed  by  the  Quarterly  Meeting  held  in 
the  8th  month  last,  to  assist  the  Monthly  Meeting  of  Shrewsbury  in  a  case, 
depending  in  the  said  Meeting  relative  of  some  Friends  that  had  purchased 
negroes  for  a  number  of  years,  reported  in  writing  that  they  had  attended  two 
Monthly  Meetings  on  the  occasion  and  that  the  said  Meetings  had  solidly 
deliberated  and  considered  the  case  and  had  agreed  and  concluded  that  those 
Friends  who  had  purchased  said  negroes  as  aforesaid,  had  acted  therein  con¬ 
trary  to  the  rules  of  discipline  established  amongst  Friends  and  were  to  be 
treated  with  on  the  occasion.54 

Woodbridge,  in  1775, 

.  .  .agreed  to  report  that  we  have  enquired  into  their  situation  and  we 
find  that  some  of  them  are  old  and  incapable  of  procuring  a  comfortable 
subsistence  were  they  to  be  set  free  by  their  masters  and  that  some  are  under 
age,  and  r  ncouragement  given  that  they  should  have  learning  and  when  of 
age  that  they  should  be  manumitted  and  that  there  is  one  we  judge  proper  for 
freedom  whose  master  cannot  be  prevailed  with  to  set  him  free.55 


s'lbid.,  7/XII/1780.  ™Ibid.,  9/XII/1791. 

53Min.  Shrewsbury  Q.  Mtg.,  26/I/1756.  5iIbid.,  26/IV/1773. 

55Min.  Woodbridge  Mo.  Mtg.,  19/IV/1775. 


Education  of  Inferior  Races 


281 


The  number  held  as  slaves  at  Rahway  and  Plainfield  Monthly 
Meeting  in  1803  had  been  reduced  to  two: 

Rahway  Preparative  Meeting  informs  that  Aaron  Shotwell  holds  a  black 
woman  contrary  to  the  rules  of  our  discipline.  This  meeting  agrees  to  refer 
the  consideration  thereof  till  next  month.  Also  that  Daniel  Hurley  had 
purchased  a  lad  to  serve  till  he  became  twenty-eight  years  of  age,  and  has 
since  sold  him  for  the  same  term.  Thomas  Bills,  John  Moore  Carpenter  and 
Joseph  Laing  are  appointed  to  treat  with  him  on  the  occasion  and  report  to 
next  Meeting.56 

The  next  year  these  two  cases  had  been  disposed  of  and  the 
meeting  reported  “no  slaves  among  us”  and  “care  is  taken  of  those 
who  are  set  free  and  are  necessarily  under  our  care.”57 

In  1792  Isabel  Hartshorne  gave  in  her  last  will  the  sum  of  £  200 
“to  be  used  for  the  schooling  of  poor  children,  particularly  those 
of  the  blacks.”  This  stun,  it  would  seem,  was  never  actually  paid 
to  the  trustees  until  1844. 58  Thereafter  it  was  applied  to  Negro 
education,  being  used  to  sustain  a  colored  school  in  Rahway.  This 
colored  school  was  apparently  under  the  control  of  Friends,  as  a 
minute  adds  “The  said  trustees  on  the  31st  of  the  5th month  1872 
gave  up  the  colored  school  to  the  City  of  Rahway  to  be  thereafter 
under  its  control.”  The  amount  of  the  legacy  in  1873  was 
$852. 08. 59 

In  the  Salem  Quarter  a  report  of  1756  stated  that  “none  imported” 
but  some  “not  so  careful  to  train  them  up  in  the  principles  of  the 
Christian  religion  as  they  ought.”60  A  year  later  the  same  report 
is  made,  with  the  exception  “that  there  has  been  one  purchased 
since  last  Quarter.”  The  purchaser  was  at  once  visited: 

This  Meeting  appoints  James  Daniel  and  Joshua  Thompson  to  treat  with 
our  Friend  Samuel  Mason  concerning  his  purchasing  a  negro  and  endeavor  to 
convince  him  of  his  error  therein  and  report  to  next  Meeting.61 

The  frequent  urging  of  the  Yearly  Meeting  seems  to  have  been 
responsible,  largely,  for  the  movement  towards  a  more  liberal  care 
of  Negroes’  education,  described  in  this  minute  of  1778: 

A  concern  having  prevailed  in  the  minds  of  many  Friends  for  some  years 
respecting  the  education  of  negro  children,  at  least  so  far  as  to  be  capable  of 

56Min.  Rahway  and  Plainfield  Mo.  Mtg.,  20/IV/1803.  Meeting  known  as 
Woodbridge  until  1789. 

57 Ibid.,  19/I/1804.  58Amounting  to  $759.53  at  that  time. 

59Min.  Rahway  Prep.  Mtg.  Women  Friends,  13/III/1873. 

60Min.  Salem  Mo.  Mtg.,  25/X/1756.  6lIbid.,  28/XI/1757. 


282 


Quaker  Education  in  New  Jersey 


reading  the  Scriptures  and  other  writings  and  being  now  revived,  it  was  pro¬ 
posed  to  this  Meeting  to  raise  a  sum  of  money  by  subscription  to  be  applied  in 
such  a  manner  as  Friends  may  think  most  conducive  to  the  end  intended  and 
it  is  recommended  to  each  Preparative  Meeting  to  enter  into  subscription  for 
that  purpose  and  Mark  Reeve,  Samuel  Lippincott,  Edward  Bradway  and 
Bartholomew  Wyatt  are  appointed  to  take  the  necessary  care  in  each  Meeting 
and  report  to  next.62 

Soon  after,  some  of  the  committee  reported  that  “from  the 
unanimity  and  liberality  that  appeared  amongst  Friends  it  is 
likely  a  considerable  sum  may  be  raised  that  may  be  sufficient  to 
answer  the  purpose.  ’  ’  Another  committee  was  named  to  determine 
how  the  money  should  be  applied,  and  make  report  as  follows: 

We  the  committee  appointed  to  consider  in  what  manner  the  money  now 
raised  for  the  education  and  schooling  the  negroes  may  be  best  applied,  having 
several  times  met  and  deliberately  considered  the  subject  matter,  their  distance 
from  each  other  and  the  difficulty  of  settling  a  school  for  them  at  present  by 
themselves  do  agree  to  report  and  advise  that  two  or  more  Friends  be  appointed 
in  each  Meeting  to  have  the  care  and  oversight  of  them  and  to  provide  schooling 
and  books  for  all  such  as  they  may  think  proper  and  pay  for  it  out  of  the  said 
moneys  without  distinction  of  bond  or  free,  and  to  have  a  care  of  their  conduct 
and  morals,  to  advise  and  reprove  as  occasion  may  require,  that  so  we  may 
demonstrate  that  we  have  their  future  good  and  present  well  being  at  heart. 
Visiting  such  schools  at  suitable  times  to  inspect  their  conduct  and  improve¬ 
ment  and  once  a  year  render  proper  and  full  accounts  of  all  moneys  expended 
and  on  whom,  and  what  improvement  they  have  made,  unto  such  whom  the 
Meeting  may  appoint  and  that  such  a  care  and  labor  may  not  become  burthen- 
some  such  Friends  as  are  appointed  may  be  released  on  application  and  others 
appointed  in  their  room.63 

In  1782,  the  following  report  was  sent  up  to  the  Yearly  Meeting: 

Our  care  has  been  extended  to  our  fellowmen  who  have  been  released  from 
bondage  and  a  visit  performed  to  them  in  their  several  habitations  in  order  to 
encourage  them  in  a  life  of  virtue  and  morality  and  assistance  afforded  them  in 
the  schooling  of  their  children.64 

Reports,  similar  to  the  above,  now  became  the  general  rule.  In 
1801  the  minutes  inform  that  “none  are  held  in  bondage”  and 
there  “is  an  increasing  concern  for  the  religious  and  civil  benefit 
of  the  black  people.”65  This  interest  was  a  continued  one.  In 
1852  among  items  of  the  financial  report  we  find  that  there  was 
S3 0.00  appropriated  to  pay  teachers  of  the  colored  school.66 

As  has  been  found  in  all  other  localities,  so  in  the  vicinity  of 

G3Ibid.,  26/X/1778.  64Ibid.,  26/VIII/1782. 
mIbid.t  3 1  /III /i 852. 


G2Ibid.,  29/VI/1778. 
6bIbid.,  20/I/1801. 


Education  of  Inferior  Races 


283 


Salem,  there  were  stated  religious  meetings  appointed  for  the 
Negroes  under  the  direction  of  prominent  members  of  the  Society. 
Concerning  these  they  often  write: 

It  appeared  they  were  measurably  sensible  of  the  kindness  extended  towards 
them  through  Friends’  care,  by  their  respectful  and  affectionate  conduct. 

The  attitude  of  the  Quaker  settlers  of  New  Jersey  and  Penn¬ 
sylvania  towards  the  native  Indians,  forms  another  exception  to 
the  general  truth  quoted  from  Bryce  at  the  beginning  of  this 
chapter.  In  the  liberal,  humble  spirit  of  these  settlers  may  not 
be  found  that  “sense  of  scornful  superiority”  which  resists  the 
teachings  of  Christianity. 

The  basis  for  just  dealing  with  the  inferior  peoples  was  laid  in 
Chapters  XXV  and  XXVI  of  The  Concessions  and  Agreements  of 
West  Jersey  the  text  of  which  follows: 

That  there  may  be  a  good  understanding  and  friendly  correspondence  be¬ 
tween  the  Proprietors,  Freeholders,  and  Inhabitants  of  the  said  Province,  and 
the  Indian  Natives  thereof. 

It  is  concluded  and  agreed,  that  if  any  of  the  Indian  Natives  within  the 
said  Province,  shall  or  may  do  any  wrong  or  injury  to  any  of  the  Proprietors, 
Freeholders,  or  inhabitants  in  person,  estate,  or  otherways  howsoever,  upon 
notice  thereof,  or  complaint  made  to  the  Commissioners,  or  any  two  of  them, 
they  are  to  give  notice  to  the  Sachem  or  other  chief  person  or  persons,  that 
hath  authority  over  the  said  Indian  Native  or  Natives,  that  Justice  may  be 
done,  and  satisfaction  made  to  the  person  or  persons  offended,  according  to 
Law  and  Equity,  and  the  nature  and  quality  of  the  offence  and  injury  done  or 
committed. 

And  also  in  case  any  of  the  Proprietors,  Freeholders  or  inhabitants  shall 
any  wise  wrong  or  injure  any  of  the  Indian  Natives  there,  in  person,  estate,  or 
otherwise,  the  Commissioners  are  to  take  care  upon  complaint  to  them  made,  or 
any  one  of  them,  either  by  the  Indian  Natives  or  others,  that  justice  be  done 
to  the  Indian  Natives,  and  plenary  satisfaction  made  them  according  to  the 
nature  and  quality  of  the. offence  and  injury.  And  that  in  all  trials  wherein 
any  of  the  said  Indian  Natives  are  concerned,  the  trial  to  be  by  six  of  the 
neighborhood,  and  six  of  the  said  Indian  Natives,  to  be  indifferently  and 
impartially  chosen  by  order  of  the  Commissioners,  and  that  the  Commissioners 
use  their  endeavor  to  persuade  the  Natives  to  the  like  way  of  trial,  when  any 
of  the  Natives  do  any  ways  wrong  or  injure  the  said  Proprietors,  Freeholders, 
or  inhabitants,  that  they  choose  six  of  the  Natives  and  six  of  the  freeholders  or 
inhabitants,  to  judge  of  the  wrong  and  injury  done,  and  to  proportion  satis¬ 
faction  accordingly. 

It  is  agreed  that  when  any  land  is  to  be  taken  up  for  settlements  of  towns,  or 
otherways,  before  it  be  surveyed,  the  Commissioners  or  the  major  part  of 


284 


Quaker  Education  in  New  Jersey 


them  are  to  appoint  some  persons  to  go  to  the  chief  of  the  Natives  concerned 
in  that  land,  so  intended  to  be  taken  up,  to  acquaint  the  natives  of  their  in¬ 
tention,  and  to  give  the  Natives  what  present  they  shall  agree  upon,  for  their 
good  will  or  consent,  and  take  a  grant  of  the  same  in  writing,  under  their  hands 
and  seals,  or  some  other  public  way  used  in  those  parts  of  the  world;  which 
grant  is  to  be  registered  in  the  public  Register,  allowing  also  the  Natives  (if 
they  please)  a  copy  thereof,  and  that  no  person  or  persons,  take  up  any  land, 
but  by  order  from  the  Commissioners,  for  the  time  being.67 

This  was  the  basis  of  their  dealings  with  the  Natives,  and  so 
successfully  was  it  incorporated  in  practice,  that  no  Indian  war 
filled  the  pages  of  New  Jersey’s  history.  Thus,  she  was  unique 
among  the  “fires”  of  the  white  men. 

Throughout  the  latter  part  of  the  seventeenth  and  most  of  the 
eighteenth  centuries  most  efforts  for  betterment  of  the  Indians, 
in  a  religious  and  educational  way,  were  individual.  The  works 
of  Chalkley,  Story,  Fox,  Benezet,  Savery,  Richardson,  Woolman, 
and  many  others,  emphasize  the  fact  that  they  came  and  went 
among  the  Indian  Natives  because  of  an  individual  “concern.” 
The  sentiment  of  the  society  as  a  whole  was  favorable  towards  the 
Indian,  but  it  was  generally  believed  that  instruction  of  a  practical 
nature  would  be  more  efficacious  than  much  exhortation.  The 
advices  of  the  Yearly  Meeting  on  the  subject  of  Indians  are  always 
of  very  practical  import. 

Soon  after  the  establishment  of  the  Yearly  Meeting  at  Phila¬ 
delphia  and  Burlington  the  following  advice  regarding  Indians  was 
sent  out: 

This  Meeting  doth  unanimously  agree  and  give  as  their  judgment  that  it  is 
not  consistent  with  the  honor  of  truth  for  any  that  makes  profession  thereof,  to 
sell  rum,  or  other  strong  liquors  to  the  Indians,  because  they  use  them  not  to 
moderation  but  to  excess  and  drunkenness.68 

The  above  advice  was  often  repeated,  and  in  1687  it  was  directed 
to  be  transcribed  in  every  monthly  meeting  book  “and  every  Friend 
belonging  to  the  said  Meeting  to  subscribe  the  same.”  It  was  also 
added  in  1719  that  “to  avoid  giving  them  occasion  of  discontent 
it  is  desired  that  Friends  do  not  buy  or  sell  Indian  slaves.”  Three 
years  later  a  minute  informs  that 

it  is  yet  too  notorious  that  the  same  (advice)  hath  not  been  duly  observed  by 
some  persons  and  therefore  it  is  become  the  weighty  concern  of  this  Meeting 

67Signed  in  1676-7.  N.  J.  Archives,  First  Series,  I,  259-60. 

68 Ms.  Advices  of  the  Yearly  Meeting,  102. 


Education  of  Inferior  Races  285 

earnestly  to  recommend  the  said  testimony  to  the  strict  observance  of  all 
Friends,  and  where  any  under  our  profession  shall  act  contrary  there  unto,  let 
them  be  speedily  dealt  with  and  censured  for  such  their  evil  practice.69 

This  was  repeated  and  spread  throughout  the  meetings.  In 
1763  it  was  further  advised,  that  Friends  should  not 

purchase  nor  remove  to  settle  such  lands  as  have  not  been  fairly  and  openly 
first  purchased  from  the  Indians  by  those  persons  who  are,  or  may  be  fully 
authorized  by  the  government  to  make  such  purchases.  .  .and  that  Monthly 
Meetings  should  urge  a  strict  observance  of  this  advice. 

This  was  but  a  reiteration  of  the  principle  heretofore  adhered  to, 
as  in  the  cases  of  the  earliest  settlements  the  land  was  first  purchased 
from  the  Indian  holders. 

In  the  last  decade  of  the  eighteenth  century  the  Yearly  Meeting 
of  Philadelphia  became  interested  in  practical  efforts  to  relieve 
the  situation  of  the  Indians  of  the  Six  Nations,  and  to  this  work 
the  lower  meetings  contributed.  At  a  conference  between  the 
United  States  and  the  Six  Nations  at  Canandaigua  in  New  York, 
representatives  of  the  Society  of  Friends  were  present  upon 
request.70  The  Friends  remained  there  some  two  months  and, 
during  their  conference  there  was  expressed  a  desire  that  Friends 
might  send  teachers  to  them.71  This  was  accomplished  and  the 
work  thus  began  was  soon  transferred  to  the  direction  of  New 
York  Yearly  Meeting. 

In  1798  several  Friends  went  among  the  Senecas,  in  the  Alle¬ 
gheny  Valley  near  the  southern  boundary  of  New  York,  and  began 
the  mission  work  at  Genesanguhta,  which  was  later  (1804)  trans¬ 
ferred  to  Tunesassah.72  Here  it  was  that  a  school  for  Indian  boys 
was  set  up  by  Joseph  Elkinton  and  one  for  the  girls  by  Mary  Nutt. 
The  purchase  of  land,  about  750  acres,  and  the  establishing  of 
saw  and  grist  mills  were  necessary  steps  toward  a  practical  as  well 
as  “literary”  education.  Such  steps  were  expensive  and  it  was  to 
meet  the  expense  that  the  Yearly  Meeting  called  on  local  meetings 
for  assistance. 

All  monthly  meetings  in  the  several  Quarters  of  New  Jersey 

"Ibid.,  104.  ’I0Quaker  Biographies ,  122. 

71  Some  years  before  Cornplanter,  Chief  of  the  Senecas,  had  requested  aid, 
and  instruction  from  the  Friends.  See  Woody:  Quaker  Education  in  Pa., 
263-4. 

72Mm.  Phila.  Yr.  Mtg.  Indian  Committee,  I,  189-90;  also  Quaker  Bi¬ 
ographies,  m-139,  and  Kelsey,  Friends  and  the  Indians,  Ch.  V. 


286 


Quaker  Education  in  New  Jersey 


responded  readily  to  the  request  for  assistance.  The  early  minutes 
of  a  few  of  them,  relating  to  the  subject  are  given  below.  In  1795 
Burlington  minuted: 

The  important  concern  of  the  Yearly  Meeting  respecting  the  civilization 
and  well  being  of  the  Indian  Nations,  as  mentioned  in  the  Extracts,  gaining 
our  solid  attention,  it  was  decided  that  two  or  more  persons  be  appointed  in 
each  Preparative  Meeting  to  raise  subscriptions  agreeably  to  the  recommenda¬ 
tion  of  the  Yearly  Meeting’s  Committee  and  forward  the  same  to  John  Smith, 
who  is  desired  to  report  the  sum  he  may  so  receive  and  forward  it  to  John 
Elliot,  Treasurer  of  the  said  Committee.  The  following  persons  are  ap¬ 
pointed  to  the  service — John  Cox,  Jr.,  John  Smith,  Robert  Smith  Jr.,  Joseph 
Buxby,  Samuel  Wills  Jr.,  Solomon  Thomas,  Joshua  Newbold,  Cleayton  Brown 
and  Samuel  Woolman.73 

Upper  Springfield  Monthly  Meeting  acknowledged  receipt  of 
information  relative  to  the  Indians  in  1795  and,  at  once  appointed 
a  committee  “in  order  that  that  great  and  desirable  work  may  be 
carried  into  effect.”74  A  year  later  this  meeting’s  report  stated 
they  had  raised  $295.75  for  the  “Indian  Welfare.”  In  similar 
manner,  whenever  requests  were  made  collections  were  started 
and  the  work  supported.  The  amounts  were  sometimes  small, 
sometimes  large.  The  smallest  meetings  took  part.  East  Branch 
Preparative  mentioned  a  subscription  of  $14.12^  for  the  Indians 
in  1806  ;75  Medford  Monthly  sent  $54.04  to  their  quarterly  meeting 
for  that  purpose  in  1806  ;76  and  Haddonfield,  at  the  same  time,  sent 
in  $138. 00. 77  Salem,  in  1795,  noted  the  Yearly  Meeting’s  rquest 
for  aid,  and  appointed  a  committee  to  raise  money: 

A  minute  of  the  Quarterly  Meeting  being  produced  and  read  in  the  Meeting 
recommending  to  the  attention  of  Friends  that  part  of  the  Extracts  relating  to 
making  some  provision  towards  assisting  the  Indian  natives  in  the  civilization 
and  the  circular  letter  from  the  committee  and  some  copies  of  letters  from 
Indian  Natives  being  read,  the  Meeting  uniting  therewith,  William  Carpenter 
and  Clement  Hall  are  appointed  to  hand  the  subscription  round  and  amongst 
Friends  to  report  to  next  Meeting.78 

A  few  months  thereafter, 

The  committee  appointed  to  take  suhse.riotions  for  the  Indian  Natives  now 
reported  that  92/12/6  has  been  collected  and  forwarded  to  Uie  Treasurer  for 

73Min.  Burlington  Mo.  Mtg.,  7/XII/1795. 

74Min.  U.  S.  Mo.  Mtg.,  9/XII/1795. 

75Min.  East  Branch  Prep.  Mtg.,  20/III/1806. 

76Min.  Medford  Mo.  Mtg.,  8/III/1806. 

77Min.  Haddonfield  Mo.  Mtg.,  14/IV/1806. 

78Min.  Salem.  Mo.  Mtg.,  30/XI/1795. 


Education  of  Inferior  Races  287 

their  benefit  and  that  there  is  £  56/15/0  now  ready  which  is  directed  to  be 
put  into  the  hands  of  John  Wistar  to  pay  forward.79 

The  support  of  work  among  the  Indians,  though  the  missions 
were  not  in  their  midst,  was  thus  generously  assisted  by  Quaker 
meetings  of  New  Jersey  and  continued  even  to  the  present  day. 


™Ibid.,  29/VIII/1796. 


CHAPTER  X 


SCHOOL  CONTROL  AND  ORGANIZATION 

Central  Control 

Schools  were  established  by  the  Quaker  organization  as  an  ad¬ 
junct  to  the  church.  The  common  aim  of  colonial  elementary 
education  emphasized  the  religious  values  to  be  derived  from 
schools.  The  education  of  the  Quakers  was  practical,  moral  and 
religious,  above  all  else ;  a  useful  education  for  the  life  the  individual 
must  lead.  As  the  meeting  and  its  activity  bulked  large  in  the  life 
of  the  member  it  was  but  natural  that  the  meetings  should  control 
the  school.  This  control  of  agencies,  such  as  the  church  and  the 
school,  however,  required  some  years  to  develop.  The  meetings 
grew  up  and  schools  were  later  created  to  help  perfect  their  control 
of  the  institution  over  the  individual.  The  most  perfect  crystalliz¬ 
ation  of  the  educational  efforts  of  the  meeting  came  a  full  century 
after  the  first  settlement  of  English  Quakers  in  New  Jersey. 
Nevertheless,  the  rising  tide  of  interest  in  the  question  on  the  part 
of  the  superior  meetings  can  be  traced  throughout  that  period. 

The  schools  being  created  by  the  meetings,  it  is  natural  to  find 
that  their  external  control  fell  into  its  hands.  Therefore  an  under¬ 
standing  of  the  meeting’s  organization  is  essential  to  a  compre¬ 
hension  of  school  control.  The  system  of  meetings  comprised 
four  grades:  (i)  the  yearly,  (2)  quarterly,  (3)  monthly,  and  (4) 
preparative  or  particular  meetings.  The  relation  of  the  Yearly  to 
the  lower  meetings  is  represented  schematically  in  the  drawing  on 
page  289.1 

The  functions  of  the  Yearly  Meeting  were  at  first  advisory  and 
•have  continued  so;  but  to  the  advisory  functions  there  was  added 
a  more  specific  control.  Often,  as  a  result  of  the  tendency  towards 
centralization,  advice  of  the  Yearly  Meeting  was  sent  to  the 
quarterly,  and  in  turn,  to  monthly  and  preparative  meetings.  The 

Reproduced  from  Woody:  Early  Quaker  Education  in  Pennsylvania ,  18. 
For  a  more  thorough  discussion  of  the  development  of  meetings  and  their 
relation  to  educational  work,  consult  Chapter  Two  of  the  work  cited. 

288 


School  Control  and  Organization 


289 


actual  establishment  of  schools,  with  a  few  exceptions,  was  ac¬ 
complished  by  the  monthly  and  the  preparative  meetings,  through 
the  agency  of  special  trustees  or  school  committees. 

The  London  Yearly  Meeting,  established  in  1672,  began  to  urge 
the  provision  of  “schoolmasters  and  mistresses  who  are  faithful 
Friends  to  teach  and  instruct  their  children  .  .  .’’as  early  as  1690; 
and  repeated  the  advice  on  many  occasions  thereafter.  Similarly, 


P 


P 


PLAN  OF  THE  MEETING  ORGANIZATION 


“advices”  were  sent  out  by  Philadelphia  and  Burlington  Yearly 
Meeting,  when  it  was  established,2  but  its  advices  did  not  in  any 
way  act  as  a  substitute  for  those  of  London.  Thus  Burlington  in 
1761  acknowledged  the  receipt  of  “forty  of  the  Printed  Yearly 
Meeting’s  Epistles  of  London,”  which  were  distributed  to  lower 
meetings  and  caused  to  be  read  in  them.3 

Upon  receipt  of  the  more  urgent,  and  specific  instruction  from 
Philadelphia  in  1778,  a  very  evident  concern  is  found  in  the 

2For  fuller  discussion  of  the  educational  policy  of  the  Quakers  see  Chapter 
Two. 

3Min.  Burlington  Mo.  Mtg.,  7/XII/1761. 


290 


Quaker  Education  in  New  Jersey 


minutes  of  most  of  the  lower  meetings,  yet  in  almost  all  there  is  an 
admission  that  they  find  the  difficulties  numerous,  and  the  room  for 
improvement  quite  large.  The  following  comment  from  the 
records  of  Evesham  Meeting  is  typical  of  the  sentiment  in  many 
localities : 

The  earnest  advice  of  the  Yearly  Meeting  respecting  the  education  of  youth 
and  the  establishment  of  schools  under  the  direction  of  religious  teachers,  hath 
been  measurably  attended  to,  and  it  appears  that  the  cause  gradually  gains  the 
attention  of  many  friends;  and  most  of  the  schools  are  taught  by  members  of 
the  society,  under  the  care  of  committees  appointed  to  that  service.  Yet 
there  is  room  for  further  weighty  labor  in  that  respect.4 

It  is  not  to  be  assumed  from  the  above  that  initiative  lay  entirely 
in  the  Yearly  Meeting.  Its  guidance  was  always  sought,  and  its 
favorable  decision  in  a  matter  was  necessary  for  success  of  a  move¬ 
ment,  such  as  education;  but,  far  more  progressive  attitudes  were 
at  times  expressed  by  lower  meetings.  A  case  in  point  was 
Chester’s  urgent  demands  that  a  more  definite  stand  be  taken 
with  regard  to  slave  holding.5  Likewise,  on  the  subject  of  educa¬ 
tion,  the  following  committee  report  of  Salem  evinces  a  very  pro¬ 
gressive  attitude  on  several  points. 

The  committee  appointed  in  the  fifth  month  last  on  the  subject  of  the  re¬ 
ligious  guarded  education  of  our  children,  both  at  home  and  at  school,  way  has 
not  opened  to  propose  to  the  Quarterly  Meeting  any  settled  plan  or  step  to 
be  taken  or  pursued  by  this  Meeting  in  relation  to  the  establishment  of  schools; 
yet  it  is  believed  if  friends  in  their  different  neighborhoods  would  keep  sufficient¬ 
ly  alive  to  the  importance  of  this  concern  a  more  lively  zeal  will  be  manifested  in 
the  support  of  our  primary  schools — and  that  as  Friends  manifest  a  liberal 
disposition  for  the  encouragement  of  these  schools,  teachers  among  the 
younger  part  of  society  of  both  sexes,  will  feel  their  minds  engaged  to  enter  into 
this  noble  and  dignified  calling  of  expanding  the  youthful  mind  and  teaching  the 
young  idea  how  to  shoot.  And,  in  neighborhoods  where  friends  are  so  circum¬ 
stanced  as  not  to  be  able  to  keep  a  school  the  whole  of  the  year  under  well 
qualified  male  teachers,  it  is  believed  that  competent  female  teachers  might  be 
obtained  especially  in  the  summer  season,  under  whose  religious  feeling  care, 
our  children  might  be  profitably  instructed  in  school  learning  and  their  precious 
minds  preserved  in  a  good  degree  of  innocency.  The  committee  have  felt 
particularly  desirous  that  this  part  or  view  of  the  subject  should  claim  the 
close  attention  of  friends,  everywhere  being  persuaded  it  would  prove  a  blessing 
to  the  children  not  only  of  Friends  but  others.  And  it  is  also  believed  that  if 
such  schools  were  visited  by  committees  of  friends  who  felt  a  lively  concern  for 


4Min.  Evesham  Mo.  Mtg.,  6/IX/1781. 

5  Ms.  Christian  and  Brotherly  Advices,  pp.  195  and  198. 


School  Control  and  Organization 


291 


their  improvement  they  would  prove  useful  in  supporting  the  dignity  and  order 
of  the  schools,  a  strength  to  the  teachers,  and  afford  encouragement  to  the 
children;  and  when  female  teachers  are  engaged  that  these  committees  be 
composed  of  both  sexes.  They  would  also  recommend  that  Friends  keep  in 
view  the  advice  of  the  Yearly  Meeting  that  where  Friends  are  so  circumstanced 
as  to  be  able  to  keep  up  a  school  or  schools,  that  they  manifest  greater  liber¬ 
ality  towards  well  qualified  teachers  in  the  prices  of  tuition;  also  in  furnishing 
such  schools  with  proper  books,  maps,  globes  and  other  apparatus  necessary 
for  an  improved  state  of  instruction;  thus  way  might  be  opened  for  children 
to  be  admitted  into  these  schools  who  might  be  boarded  at  a  reasonable 
price,  and  an  opportunity  furnished  them  (as  well  as  those  within  their  limits) 
for  a  liberal  education  consistent  with  our  profession;  and  thus  give  stability 
and  permanency  to  such  schools. 

And  it  is  further  believed  that  if  we  were  all  more  concerned  to  live  up  to  the 
golden  rule  of  doing  unto  others  as  we  would  they  should  do  unto  us,  under 
like  circumstances,  and  look  around  us,  within  the  limits  of  our  several  meet¬ 
ings,  children  might  be  found  among  our  members  who  are  so  circumstanced 
that  it  is  difficult  for  them  to  come  at  such  an  education  as  would  qualify  them 
to  be  most  useful  to  society;  much  good  might  be  done  by  friends  of  sufficient 
ability  and  liberality  in  taking  such  into  their  families  and  giving  them  their 
board  or  otherwise  contributing  to  their  education. 

Signed  on  behalf  of  the  committee, 

By  David  Cooper  Hannah  Cooper 

Thomas  Shourds  Elizabeth  T.  Andrews6 

Yet,  united  action  was  never  accomplished  without  the  leader¬ 
ship  of  the  Yearly  Meeting.  It  collected  and  disseminated  infor¬ 
mation,  aroused  enthusiasm  in  the  backward  meeting,  gave  advice, 
helped  select  proper  teachers  when  desired,  made  visitations, 
arbitrated  exceptional  cases,7  and  was  generally  ready  to  perform 
such  duties  as  seemed  needful  from  time  to  time.  In  1839  it 

6Min.  Maurice  River  Mo.  Mtg.,  Women  Friends,  (H),  13/XI/1834. 

7One  example  of  many  appeals  to  the  authority  of  the  Yearly  Meeting  may 
be  mentioned: 

“The  subject  of  setting  apart  a  portion  of  the  Fund  left  under  the  care  of 
the  Monthly  Meeting,  by  the  will  of  David  Bacon,  for  school  purposes,  to 
assist  in  sustaining  Friends  school  at  Mullica  Hill,  having  come  before  the 
meeting,  and  after  a  free  discussion  of  the  matter,  it  was  thought  best  to  apply 
to  the  Representative  Committee  for  its  advice  in  the  case.  .  .The  friends 
continued  last  month  in  charge  of  the  matter,  concerning  the  Bacon  School 
Fund,  report  that  they  referred  the  subject  to  the  subcommittee  appointed 
by  the  Representative  Committee  who  made  a  clear  explanation.  The  report 
is  accepted  and  directed  to  be  recorded.  And  the  Bacon  School  Fund  directed 
to  be  annually  apportioned  amongst  all  pay  schools  under  the  care  of  Friends 
within  the  limits  of  the  Monthly  Meeting,  agreeable  to  said  report.”  Min. 
Pilesgrove  Mo.  Mtg.,  (H.),  28/VIII/1877  and  30/X/1877. 


2Q2 


Quaker  Education  in  New  Jersey 


stated  that  “a  lively  interest  was  manifested  for  the  welfare  of  the 
youth  .  .  .’’in  the  several  quarterly  meetings,8  and  urged 

that  those  who  have  received  a  liberal  education  might  turn  their  minds 
towards  the  improvement  of  the  condition  of  the  ignorant  and  destitute  by 
promoting  schools  for  their  instruction;  that  there  may  be  none  of  any  class 
to  whom  our  influence  can  extend,  without  the  means  of  obtaining  at  least  the 
rudiments  of  education.9 

In  1842,  recognizing  the  difficulty  experienced  by  local  meetings 
in  the  country  “in  procuring  for  their  children  the  opportunity  of  a 
guarded  religious  and  literary  education  consistent  with  the 
principles  and  testimonies  of  our  society  .  .  .,”  a  large  committee 
was  appointed  to  investigate  conditions  and  to  find  ways  “of 
affording  efficient  relief  to  Friends  so  circumstanced.’’  This  com¬ 
mittee  undertook  to  gather  full  information  as  to  the  status  of 
meetings  educationally,  by  means  of  a  questionnaire,  given  below  :10 

Query  1st.  What  number  of  children  of  each  sex  is  there  belonging  to  your 
meeting  of  a  suitable  age  to  go  to  school,  say  between  five  and  sixteen  years 
old?  State  how  many  are  in  the  way  of  receiving  education;  and  how  many 
are  not;  and  the  age  and  sex  of  the  latter. 

2nd.  What  number  of  them  reside  near  enough  together  to  attend  con¬ 
veniently  at  the  same  school;  and  how  many  are  situated  so  far  from  the 
others  as  to  render  this  impracticable? 

3rd.  Is  there  a  school  within  your  limits  taught  by  a  member  and  super¬ 
intended  by  a  committee  of  the  Monthly  or  Preparative  Meeting?  If  there  is 
state  the  whole  number  of  children  who  attend  it,  and  what  proportion  of 
them  are  members;  and  what  is  the  price  charged  for  tuition. 

4th.  What  school  houses  and  school  funds  are  there  belonging  to  your 
meeting;  and  how  are  they  situated  and  used. 

5th.  Does  any  school  under  the  care  of  Friends  within  your  limits  receive  aid 
from  the  public  funds?  If  it  does,  state  to  what  extent;  and  how  far  the 
school  officers  of  the  district  or  township  consider  it  under  their  jurisdiction; 
and  what  account  is  rendered,  and  to  whom  of  the  disbursement  of  the 
money  so  received. 

6th.  Is  there  any  school  (except  the  Public  District  Schools)  within  your 
limits,  taught  by  a  member  of  our  Society,  which  is  not  under  the  care  of  a 
committee  of  the  Monthly  or  Preparative  Meeting?  If  there  is  state  what 

8Extracts  Phila.  Yr.  Mtg.  Minutes  (H.),  1839,  pp.  5-6.  9Ibid. 

10It  should  be  mentioned,  in  this  connection  that  the  increased  centraliza¬ 
tion  of  control  in  the  Yearly  Meeting  in  the  latter  part  of  the  century,  was  due 
in  part  to  the  fact  that  the  institution  of  public  schools  in  Pennsylvania  in 
1834,  and  the  withdrawing  of  public  funds  from  church  schools  in  1866  in 
New  Jersey,  necessitated  a  more  perfectly  organized  system  that  could  offer 
effective  competition.  See  also  Chapter  Thirteen. 


School  Control  and  Organization 


293 


branches  are  taught  in  it;  and  the  price  charged  for  tuition;  and  what 
number  of  Friends’  children  attend  it. 

7th.  What  Public  or  District  schools  are  there  within  the  limits  of  your 
Meeting;  and  what  number  of  Friends’ children  attend  them?  State  what 
proportion  of  the  year  those  schools  are  kept  open,  the  number  of  scholars 
usually  in  attendance,  and  the  general  character  of  the  schools  and  of  the 
teachers. 

8th.  What  family  schools  are  there  among  Friends  of  your  Meeting;  are  they 
taught  by  members  of  the  family  or  teachers  hired  for  the  purpose;  do  they 
receive  other  children  than  those  of  the  family;  and  if  so  how  many?  State 
also  whether  the  persons  who  teach  them  are  Friends. 

Any  other  information  which  may  tend  to  elucidate  the  state  of  education 
within  your  Meeting  is  also  solicited.11 

In  1854  a  similar  list  of  9  questions  was  answered  by  the  quarter¬ 
ly  meetings  belonging  to  the  Yearly  Meeting  of  Hicksite  Friends.12 
This  was  to  secure  additional  information  to  that  furnished  by 
answers  to  the  second  annual  query. 

During  the  last  quarter  of  the  19th  century  the  Yearly  Meeting 
resorted  to  visitation  as  a  more  effective  means  for  maintaining  a 
close  relation  with  local  schools,  and  a  valuable  supplement  to 
written  communication.  Pilesgrove,  in  1874,  mentioned  the  ar¬ 
rival  of  a  “portion  of  the  Committee  on  Education  from  Phila¬ 
delphia  Yearly  Meeting’’  and  adjourned  their  meeting  “to  hold  a 
conference  with  them.’’13  In  1881  the  Educational  Committee’s 
Report  stated  apropos  of  this  point: 

Feeling  the  continued  importance  of  the  concern  entrusted  to  our  care,  and 
fully  realizing  the  inestimable  value  to  the  youth  of  our  Society  of  a  truly 
guarded  religious  education,  we  have  endeavored,  during  the  past  year  to 
labor  in  the  work  as  ability  was  afforded. 

Small  committees  set  apart  for  the  purpose,  have  visited  Friends  in  several 
neighborhoods,  and  earnestly  urged  them  to  gather  the  children  within  the 
fold  of  the  Society,  and  surround  them  with  the  friendly  atmosphere  of  Monthly 
and  Preparative  Meeting  Schools  under  the  care  of  religiously-concerned 
teachers,  in  membership  with  us.  These  visits  have  always  been  received  in  a 
spirit  of  kindness,  and  the  appeals  regarded  with  thoughtful  consideration, 
ending  in  some  places  in  the  starting  of  new  schools,  or  in  the  more  general 

nCopied  from  the  Min.  Burlington  Mo.  Mtg.,  1842.  These  queries  were 
answered  by  the  local  school  committees  of  the  Preparative  and  Monthly 
Meetings,  and  forwarded  to  the  Yearly  Meeting's  committee.  See  no.  49, 
Burlington  Prep.  Mtg.,  School  Trustees’  Report  at  142  N.  16th  Street,  Phila¬ 
delphia. 

12Min.  Burlington  Q.  Mtg.,  (H.),  28/II/1854. 

13Pilesgrove  Mo.  Mtg.,  (H.),  29/XII/1874. 


294 


Quaker  Education  in  New  Jersey 


and  united  support  of  those  already  in  existence,  but  languishing  for  want  of 
help ;  and  where  there  has  been  no  outward  evidence  of  good  resulting  from  the 
spread  of  the  concern  we  have  reason  to  believe  it  is  owned  by  individual 
minds,  who,  by  faithfulness,  can  promote  its  growth. 

The  difficulties  at  first  encountered  do  not  seem  to  diminish.  Friends  in 
their  neighborhoods  are  often  widely  separated,  other  schools  are  numerous, 
good  teachers  are  not  always  to  be  had,  and  many  Friends,  apparently  well 
qualified  to  serve  on  School  committees,  do  not  seem  willing  to  accept  the 
service,  and  give  the  patient,  intelligent  care  so  needful  to  the  proper  success  of 
a  school. 

The  methods  of  instruction,  the  branches  to  be  taught,  what  constitutes  the 
proper  qualifications  of  teachers,  and  how  shall  the  schools  perform  the  best 
work  for  the  head,  the  hand  and  the  heart  of  the  rising  generation,  are  subjects 
worthy  not  only  of  the  attention  and  close  study  of  School  Committees,  but  of 
parents  and  guardians,  who  are  encouraged  to  manifest  their  interest  by 
frequent  visits  to  the  schools,  and  by  giving  their  hearty  support  to  rightly- 
concerned  teachers,  in  their  interesting  but  arduous  work. 

The  subject  of  a  General  Superintendency  over  all  our  schools,  by  a  thorough¬ 
ly  competent  person,  though  not  as  yet  fully  united  with  by  our  Committee, 
continues  from  time  to  time  to  claim  our  attention,  and  press  with  great  force 
upon  many,  who,  in  the  visits  made  to  several  localities  during  the  year,  have 
seen  where  such  service  might  be  productive  of  much  good. 

We  have  expended  during  the  year,  in  aid  of  schools  $400,  and  for  other 
expenses  $17.98,  making  a  total  of  $41 7. 98. 14 

From  general  visitations,  visitation  by  small  special  committees, 
and  a  general  superintendent  it  was  but  a  short  step  to  entire  con¬ 
trol  The  Extracts  for  1887  stated  the  Committee  had  supplied 
both  permanent,  special,  and  substitute  teachers  as  occasion  re¬ 
quired,  and  that  “in  three  instances,  at  the  request  or  approval  of 
monthly  or  preparative  meetings,  our  committee  .  .  .  assumed  the 
entire  responsibility  of  the  schools  for  the  year,  with  the  view  of 
placing  them  on  a  firm  basis  .  .  .”,  with  the  view  however,  of  “re¬ 
turning  them  again  into  the  hands  of  the  local  committees  .  .  .” 
when  thus  established.  At  this  stage  of  development  of  the  cen¬ 
tralized  control  on  the  part  of  the  Yearly  Meeting  one  may  well 
turn  to  an  examination  of  the  local  control  exercised  by  the 
trustees  and  school  committees  of  the  monthly  and  preparative 
meetings.15 

Local  Control 

The  local  control  of  the  school  was  in  the  hands  of  the  monthly 


14Extracts  of  Phila.  Yr.  Meeting  (H.),  1881,  pp.  9-1 1. 
15Extracts  Min.  Phila.  Yr.  Mtg.,  (H.),  1887,  20-23. 


School  Control  and  Organization 


295 


or  preparative  meetings  and  it  was  accordingly  known  generally  as 
a  monthly  or  preparative  meeting  school.  The  actual  task  of 
looking  after  the  school  affairs,  however,  was  given  into  the  hands 
of  school  committees  or  trustees,  who  were  responsible  to  the  body 
that  appointed  them.  This  school  committee  became  a  most 
necessary  factor  as  life  increased  in  complexity;  and  especially, 
when  the  Yearly  Meeting  urged  better  schools  in  1778  was  it 
essential.  Not  only  did  the  committee  become  the  most  important 
agent  of  control,  but  in  some  cases  functions  were  specialized ;  some 
were  to  look  after  buildings  and  grounds;  others,  the  visitation  of 
schools,  and  hiring  of  teachers;  while  some  committees,  to  judge 
from  their  reports,  did  little  more  than  handle  the  financial  matters 
for  the  meeting. 

The  committee  was  never  anything  more  than  the  meeting’s 
agent,  which  was  directed  to  exercise  certain  powers.  But,  having 
performed  its  functions,  it  was  bound  to  report  results  to  the  meet¬ 
ing  for  approval.  Thus  in  1791,  “the  report  of  the  committee  of 
schools”  at  Chesterfield, 

being  revived.  .  .the  meeting.  .  .recommends  the  Preparative  of  Chesterfield 
they  are  hereby  authorized  to  open  a  school.  .  .and  make  rules.  .  .for  the 
government.  .  .of  the  institution,  which  rules  and  regulations  shall  always  be 
inspected  by  the  Monthly  Meeting's  committee  for  their  approbation  or  dis¬ 
allowance.  .  ,16 

Voluminous  illustrations  could  be  cited  to  show  this  dependence 
of  the  trustees  or  committees  upon  meetings,  but  it  is  perhaps, 
sufficient,  in  view  of  material  presented  elsewhere,17  to  quote  the 
rules  devised  by  Salem,  late  in  the  19th  century  but  which  are  quite 
representative,  and  show  the  limitations  placed  by  the  meeting  on 
its  school  committee: 

Rule  1st.  That  the  school  shall  be  under  the  charge  of  6  trustees,  appointed 
annually  by  the  Monthly  Meeting  whose  duty  it  shall  be  to  employ  a  teacher  in 
such  manner  as  they  may  think  best  for  the  benefit  of  the  school. 

Rule  2nd.  That  the  teacher  so  employed  shall  charge  and  collect  the  price 
per  Quarter  for  each  pupil  as  fixed  upon  by  the  trustees. 

16Min.  Chesterfield  Mo.  Mtg.,  15/XII/1791. 

17The  account  of  educational  activities  of  committees  of  various  Meetings  in 
Chapters  Three,  Four,  Five  and  Six  contains  further  evidence  of  dependence 
and  limitation.  It  may  be  added,  however,  that  committees  always  desired 
the  approval  of  the  meeting,  and  that  treasurers’  accounts  were  always  care¬ 
fully  reviewed  before  they  were  released  from  service  or  named  for  another 
year.  A  minimum  of  dissatisfaction  was  the  result. 


2  q6 


Quaker  Education  in  New  Jersey 


Rule  3rd.  That  in  case  the  trustees  think  it  proper,  to  contract  with  the 
teacher,  allowing  him  or  her  a  stipulated  price  for  each  term,  and  if  there  should 
be  a  deficiency  after  collecting  the  price  fixed  upon  for  each  pupil,  the  teacher 
may  make  out  a  bill  for  such  deficiency,  when,  if  signed  by  4  trustees  it  may 
be  presented  to  the  treasurer  of  the  Preparative  Meeting  for  payment. 

Rule  4th.  The  trustees  should  be  careful  to  employ  a  teacher  who  is  a 
member  of  the  Society  of  Friends  or  a  professor  with  them,  having  a  good 
moral  character  who  will  use* the  plain  language  to  the  pupils.  He  or  she 
should  also  be  thoroly  educated  in  the  various  branches  and  be  well  recom¬ 
mended. 

Rule  5th.  It  will  be  required  of  the  teacher  to  attend  Mid-week  Meeting 
with  his  or  her  pupils,  having  a  guarded  care  over  them  while  there,  that 
their  conduct  may  be  orderly  and  the  meeting  not  disturbed,  that  the  object 
for  so  assembling  may  be  realized. 

Rule  6th.  That  the  number  of  pupils  instructed  by  one  teacher  shall  not 
exceed  30,  when  an  assistant  may  be  employed  as  is  the  judgment  of  the 
trustees. 

Rule  7th.  That  preference  be  given  to  children  of  Friends;  if  there  should 
be  more  applicants  than  there  are  seats  to  accommodate.  Parents  and 
guardians  of  other  children  should  be  informed  by  the  teacher,  that  they  will 
be  received  only  on  condition  that  they  comply  with  the  rules  of  the  school,  a 
copy  of  which  should  be  shown  them. 

Rule  8th.  That  the  school  be  divided  into  terms  of  55  days  each;  2  sessions 
to  be  taught  per  day,  having  a  recess  in  each,  if  thought  proper  of  15  minutes. 
Parents  or  guardians  should  be  encouraged  to  send  their  children  at  the  opening 
of  each  term  and  have  them  punctual  in  their  attendance,  as  the  charge  will  be 
by  the  term  without  loss  of  time,  except  in  a  clear  evidence  of  sickness. 

Rule  9th.  The  school  should  be  visited  by  the  trustees  once  a  month  at  a 
stated  time,  and  it  is  recommended  that  they  call  at  other  times  when  con¬ 
venient;  also  that  they  attend  jointly  at  the  end  of  each  term  and  have  the 
teacher  (review?)  his  or  her  pupils  thoroly,  and  evidence  to  the  trustees  that 
they  understand  and  can  explain  the  various  branches  they  have  studied. 

Rule  10th.  That  it  be  the  duty  of  the  teacher  to  enforce  strict  discipline  in 
the  school  and  preserve  good  order.  Also  to  have  a  care  over  the  school 
property  that  the  desks  be  not  defaced  during  recess  and  that  each  pupil  re¬ 
place  damages  of  minor  importance  such  as  breaking  windows,  lights,  etc.  It 
is  also  enjoined  upon  him  or  her  to  have  a  guarded  care  over  the  morals  of  his 
pupils,  to  allow  no  corrupt  unbecoming  language  used  out  of  school  whilst 
under  his  or  her  care,  keeping  those  from  the  country  as  much  as  possible  out 
of  the  streets  of  the  town.  It  is  also  recommended  that  the  teacher  be  absent 
from  the  house  for  as  short  a  time  as  possible  at  noon,  especially  during  the 
winter  term. 

Rule  nth.  That  the  teacher  keep  a  correct  list  of  the  children  of  Friends 
attending  school  each  term  and  the  length  of  time  they  attend  as  also  all  other 
children,  to  be  furnished  to  the  trustees  for  the  information  of  the  Monthly 
Meeting. 


School  Control  and  Organization 


297 


Rule  1 2th.  That  the  above  rules  be  posted  in  a  conspicuous  place  in  the 
school  room  to  remain  there  and  be  observed  until  altered  or  otherwise  directed 
by  the  Monthly  Meeting.18 


The  school  committee  was  apparently  composed  of  members  of 
unusual  ability,  whose  judgment  and  integrity  were  held  in  high 
esteem.  Often  in  the  selection  of  a  committee  “on  this  interesting 
subject”  the  meeting  employed  such  terms  of  appreciation  as 
“solid,”  “weighty,”  “concerned,”  “suitable,”  and  “of  ripe  judg¬ 
ment.”  As  to  the  number  composing  a  committee  there  was 
great  irregularity,  as  no  proper  number  was  ever  specified.  There 
were  committees  of  as  few  as  three  members,  but  others  ran  as  high 
as  ten,  twenty,  or  thirty  members.  As  a  general  rule,  we  may 
say  that  when  an  investigation  was  to  be  made  or  a  concensus  of 
opinion  arrived  at,  a  large  committee  was  appointed;  the  commit¬ 
tees  actually  in  charge  of  local  schools,  however,  usually  numbered 
three  to  ten  members. 

In  some  localities  these  committees  were  composed  of  men  and 
women;  again,  there  was  a  men’s  committee  and  a  women’s  com¬ 
mittee.  If  a  girls’  school  existed,  or  if  a  woman  teacher  was  em¬ 
ployed,  at  some  time  of  the  year,  then  the  oversight  of  the  actual 
school  activity  was  placed  in  feminine  hands.  Thus  in  1803 
Burlington  noted  that, 


The  Trustees  of  the  School  desiring  the  company  of  some  women  to  join 
them  in  visiting  it,  Margaret  Smith,  Martha  Smith,  Deborah  Smith,  Elizabeth 
Coleman,  and  Susanna  Emlin  are  appointed  for  that  purpose.19 


Two  volumes  of  their  records,  covering  the  period  from  1800  to 
1818  and  1828  to  1870,  show  that  women  were  regularly  chosen 
to  visit  the  school  with  the  men.  The  women  made  reports  to 
their  meeting,  as  did  the  men  to  theirs.  In  this  instance  their 
visitations  occurred  once  each  month.  In  1802  the- committee’s 
report  on  schools  at  Evesham  stated  there  were  five  of  them  in 
charge  of  trustees  annually  appointed,  with  whom,  in  some  places 
women  had  usually  joined;  and  “as  some  of  their  sex  have  en¬ 
gaged  as  teachers,  which  we  have  not  visited,  we  think  the  care  of 
them  ought  to  rest  on  the  Women’s  Meeting.”20 


18Min.  Salem  Mo.  Mtg.,  (H.),  27/IX/1876. 

19Min.  Burlington  Prep.  Mtg.  of  Women  Friends,  29/XII/1803. 

20Min.  Evesham  Meeting,  5/III/1802;  For  prominent  instances  of  women’s 
comittees  over  schools  see  Alloway’s  Creek,  Min.  Greenwich  Prep.  Mtg. 
Women  Friends,  (H.),  22/VI/1836,  and  Min.  Maurice  River  Mo.  Mtg. 
Women  Friends  (H.),  1/II/1845;  indeed  women  played  an  important  role  in 
school  visitation,  in  every  locality  during  the  nineteenth  century. 


2QS 


Quaker  Education  in  New  Jersey 


The  duties  delegated  to  committees  to  be  performed  covered  a 
wide  range,  almost  everything  that  had  to  be  done  for  the  school, 
except  actually  supporting  it.  The  first  duty  in  point  of  time, 
i.  e.,  after  schools  came  to  have  a  permanent  foundation,  was  to 
secure  a  lot  of  ground  on  which  to  build  a  schoolhouse,  a  master’s 
house,  or  for  a  playground.  In  1802  Evesham’s  committee  la¬ 
mented  the  fact  that  “The  advice  of  the  Yearly  Meeting  respecting 
making  suitable  accommodations  for  teachers,  appears  so  little 
attended  to,  there  is  but  one  house  erected  for  that  purpose  .  .  .” 
Yet  they  mention  that  they  have  provided  five  good  school  houses 
which  are  under  trustees  of  the  several  Preparative  Meetings.21 
In  1800  Upper  Evesham  Preparative  instructed  a  committee  defin¬ 
itely  that  it  should  secure  a  lot  on  which  to  build  a  master’s  dwel¬ 
ling.22  All  accounts  for  building  houses,  fences,  and  purchases  of 
ground  had  to  be  reported  to  the  meeting.  Thus  the  committee 
at  Upper  Springfield,  in  1793,  after  being  reminded  of  the  fact 
that  no  settlement  had  been  made  for  building  Friends’  school 
house,  were  charged  to  bring  in  a  report.  They  reported  a  few 
months  later  a  total  disbursement  of  £  80/15/11. 23 

Not  only  did  the  trustees  secure  the  building  and  lot,  but  in 
some  cases  it  was  specified  they  should  provide  the  firewood,  i.  e., 
unless  they  could  unload  the  job  on  the  teacher.24  On  the  whole  it 
seems  to  have  been  a  matter  of  small  concern  who  should  actually 
purchase  fuel  or  other  supplies.  Numerous  bills  were  presented  by 
masters  for  purchases  they  had  made  for  the  school.25  In  one  case 
the  trustees  agreed  to  get  wood  if  the  teacher  would  provide  ink, 
quills,  and  paper  and  charge  them  to  the  pupils.26  Repairs  were 
made  by  the  trustees,  especially  if  of  any  considerable  nature, 
but  small  tasks  were  frequently  done  by  the  master.  Bills  for 
repair  work,  no  matter  how  insignificant  the  charge,  were  brought 
before  the  meeting. 

21Min.  Evesham  Mo.  Mtg.,  5/III/1802. 

22Min.  U.  E.  Prep.  Mtg.,  3/XII/1800;  More  evidence,  if  desired,  may  be 
found  in  the  activities  of  school  committees  described  in  Chapters  Three. 
Four,  Five,  and  Six. 

23Min.  U.  S.  Prep.  Mtg.,  25/VIII/1793. 

24Min.  East  Branch  School  Trustees,  6/XI/1819.  In  1820  the  teacher  was 
authorized  to  charge  employers  for  the  wood  used  at  school  at  the  rate  of 
$4. 50  per  cord. 

25See  page  306.  26Min.  U.  S.  School  Trustees,  10/IV/1813. 


School  Control  and  Organization 


299 


The  trustees  “hired  and  fired”  the  teacher,  but  the  last  named 
function  was  not  often  exercised,  or,  at  least  the  minutes  mention 
few  cases.  This  was  due  in  part  to  the  care  with  which  the 
teacher  was  selected  and  also  the  fact  that  it  was  extremely  hard  to 
hold  teachers  a  long  time.  If  the  teacher  was  at  all  capable  of 
maintaining  the  “school  in  a  good  degree  orderly”  he  was  en¬ 
couraged  to  remain.  The  agreement  or  contract  was  usually  for 
one,  two  or  three  quarters,  or  for  the  summer  term,  often  in  the 
case  of  women  teachers,  and  the  tendency  was  to  adhere  to  a  rigid 
contract,  though  it  was  sometimes  waived.27  In  securing  a  teacher 
advances  were  made,  with  equal  propriety  by  trustees  or  by  the 
teachers.  T.  Bennet,  in  1791,  informed  a  member  of  the  com¬ 
mittee  he  would  engage  “to  teach  a  year,  provided  he  could  have 
36  subscribed  scholars.”28  At  another  time  initiative  was  taken 
by  the  meeting,  which  entered  the  following  minute : 

The  necessity  of  procuring  a  teacher  for  our  school  (which  hath  been  some 
considerable  time  vacant)  being  now  urged  as  a  matter  requiring  speedy 
attention,  Samuel  Sykes  and  William  Newbold  are  directed  to  write  to  those 
Friends  of  Philadelphia  appointed  to  receive  applications  and  inform  them  our 
situation  and  the  probable  salary  we  can  give  a  suitable  master.29 

But  the  teacher  once  hired  was  by  no  means  dictator  of  the  school. 
Very  frequently  it  was  a  part  of  his  contract  that  he  should  follow 
a  definite  list  of  rules  in  the  government  of  his  school ;  the  prepara¬ 
tion  of  such  list  of  rules  was  often  performed  by  the  school  com¬ 
mittee.  The  following  rules  were  drawn  up  for  the  observance  of 
the  school  at  Evesham  in  1792: 

Articles  agreed  upon,  and  to  be  observed  by  the  trustees,  teachers,  and  em¬ 
ployers,  for  the  time  being  of  Friends  Schools  within  the  compass  of  Evesham 
Monthly  Meeting. 

First.  The  teacher  shall  keep  a  book  to  enter  employers  names,  the  number 
of  scholars,  and  time  of  entering. 

Second.  The  hours  of  teaching  shall  be  in  the  11,  12,  1,  2  and  3rd  months 
from  half  past  eight  to  four,  allowing  1  hour  at  noon,  and  the  other  months 
from  eight  to  half  past  five,  allowing  two  hours  at  noon. 

Third.  The  teacher  shall  provide  good  firewood,  paper,  quills  and  ink. 
And  once  in  each  quarter  assess  every  scholars  proportion  of  the  expense 
who  use  the  same. 

Fourth.  The  teacher  shall  suffer  no  scholar  to  continue  in  the  school  that 
hath  any  infectious  distemper. 


27More  is  said  of  contracts  on  page  302. 
28Min.  U.  S.  School  Trustees,  30/XI/1791. 


29  Ibid.,  15/H/1797- 


300 


Quaker  Education  in  New  Jersey 


Fifth.  The  teacher  shall  not  dismiss  any  scholar  without  a  sufficient  cause, 
approved  by  the  trustees,  and  if  any  employer  from  dissatisfaction  incline  to 
take  away  a  child,  the  trustees  are  to  be  informed  thereof  that  they  may 
attend  to  the  case. 

Sixth.  As  the  Scripture  Language  is  most  gramatic  and  consistent  with 
plainness,  it  is  desired  that  parents  and  guardians  will  unite  in  promoting  the 
same  in  those  they  send,  also  to  habit  them  in  a  decent  plain  dress  becoming 
our  religious  professions  and  principles. 

Seventh.  And  it  is  desired  that  the  teacher  will  constantly  bring  with  him 
all  the  scholars  to  our  week-day  meetings  where  the  school  house  is  within 
convenient  distance. 

Eighth.  The  teacher,  if  not  engaged  for  a  limited  time  shall  not  leave  the 
school  without  giving  the  trustees  three  month’s  notice  of  his  intention  in 
writing,  nor  shall  the  trustees  dismiss  any  teacher  without  giving  him  the  same 
notice,  except  for  a  non-compliance  with  the  Rules  of  The  School,  or  a  mani¬ 
fest  deficiency  in  the  duties  of  his  station. 

Ninth.  When  the  teacher  intends  taking  any  time  to  himself,  he  shall  give 
the  children  a  clear  timely  notice  thereof,  and  also  let  them  know  when  to 
attend  again. 

Lastly,  And  it  is  desired  that  when  the  morning  school  ends,  the  teacher  see 
that  sobriety  be  observed  by  the  scholars  when  at  their  dinner,  spending  the 
intermediate  time  between  schools  without  rudeness.30 

It  was  also  a  duty  of  the  trustees  to  pay  the  school  bills  for  poor 
children,  and  if  necessary  bring  the  care  of  the  poor  to  the  meeting 
before  so  doing.  Account  books  contain  numerous  entries  of  ex¬ 
penditure  for  this  purpose ;  indeed  many  of  the  funds  established 
under  the  care  of  school  trustees  were  described  as  being  for  the 
education  of  poor  children.  It  often  happened  that  after  the 
meeting  ceased  to  conduct  a  regular  school  of  its  own,  its  trustees  paid 
for  the  education  of  poor  children  out  of  the  old  funds.  In  the 
following  minute, 

The  treasurer  informs  he  has  paid  Joshua  Bullock  two  bills  for  the  tuition  of 
Joseph  Cox's  children,  one  in  3rd  mo.  1838  and  the  other  in  3rd  mo.  1839 — ■ 
amounting  to  $7.56  which  is  now  approved. — And  the  Trustees  now  order 
the  Treasurer  to  pay  the  sum  expended  in  fitting  Elizabeth  Cox  for  West- 
town  school  amounting  to  $18. 98. 31 

The  trustees  kept  in  touch  with  the  schools’  progress  by  means 
of  visitations.  The  visits  must  have,  at  times,  been  a  severe  trial 
to  a  teacher.  A  report  of  1790  says  that, 

In  company  with  a  large  number  of  spectators  the  Trustees  all  attended  the 


30Min.  Evesham  Prep.  Mtg.  School  Committee. 
31Min.  U.  S.  School  Trustees,  10/IV/1840. 


School  Control  and  Organization 


301 


school  to  a  good  degree  of  satisfaction,  finding  considerable  improvement  in 
the  order  and  regulation  of  the  school  as  well  as  in  the  learning — had  a  season¬ 
able  opportunity  with  them  before  they  separated — when  some  edifying 
council  was  given.32 

However,  there  were  extenuating  circumstances.  In  1788  this 
same  committee  reported  that  “six  trustees  atttended  the  school 
it  being  now  agreed  that  we  perform  our  visit  to  the  school  for 
the  future  on  the  fourth  day  in  each  month  at  2  o’clock  in  the 
afternoon.”  Other  reports  stated  they  did  not  consider  it  wise 
to  make  a  visit  as  a  new  teacher  had  just  begun  the  school,  or 
that  the  teacher  had  been  there  too  short  a  time  to  allow  a  judgment 
to  be  made  on  the  school’s  progress.  Reports  are  generally  too 
brief  to  give  a  real  insight  as  to  the  methods  of  school  work,  but 
some  mentioned  that  we  “examined  the  copy  books,”  “heard  the 
children  recite  their  lessons,”  “found  the  school  in  a  good  degree 
orderly,”  or  “in  a  progressing  way,”  and  “some  advancement  is 
evident  in  their  learning.”  Less  frequently,  the  school  was  “not 
as  orderly  as  could  be  desired”  and  we  “formed  such  rules  and 
regulations  for  the  observation  of  the  scholars  as  appeared  to  us 
most  suitable.” 

But  it  must  not  be  assumed  that  the  trustees  were  at  all  times 
careful  in  the  performance  of  their  duty.  On  many  occasions  they 
frankly  acknowledge  remissness.  Mickle,  at  Woodbury,  recorded 
in  his  Diary  that  on  a  certain  day  of  visitation  not  one  trustee  was 
present;33  and  at  Upper  Springfield  they  stated  that  “Whereas  it 
has  so  happened  that  for  some  time  past  there  has  been  but  little 
attention  paid  to  the  school  by  us,  it  is  thought  expedient  to  renew 
our  attention  thereto  .  .  .”34 

Teachers 

As  a  general  rule  teachers  were  secured  from  the  locality  of  the 
school.  Being  well  known  to  the  members  it  was  much  easier  to 
select  one  of  sound  moral  character,  and  this  qualification  was 
chiefly  desired.  When  there  was  no  one  available  in  the  neigh¬ 
borhood,  and  no  wandering  master  presented  himself  as  a  candidate, 
the  committee  had  recourse  to  advertising,  which  was  commonly 

32 Ibid .,  8/II/1790.  33Page  140. 

34Min.  U.  S.  Sch.  Trustees,  30/XI/1791. 


302 


Quaker  Education  in  New  Jersey 


practiced  by  the  middle  of  the  18th  century.  But  few  instances 
have  been  found,  however,  where  this  means  was  employed  by 
Friends.  In  1761,  Joshua  Thompson,  a  member  of  Friends  in 
Elsinborough  Township,  advertised  for  a  teacher,  as  follows,  but 
it  is  not  certain  that  he  was  acting  either  for  the  meeting  or  for  a 
school  committee: 

Notice  is  hereby  given,  that  a  schoolmaster  is  wanted  in  the  Township  of 
Elsinborough,  in  Salem  County,  and  Western  Division  of  New  Jersey:  One 
that  can  come  well  recommended,  may  meet  with  good  Encouragement,  by 
the  Inhabitants  of  said  Township,  Signed  on  Behalf  of  myself  and  Neighbors.35 

Joshua  Thompson. 

Other  instances  occurred  at  Mt.  Holly  and  Burlington,  and  later 
at  Rahway.  In  1875  they  advertised: 

Wanted,  a  female  teacher,  a  member  of  the  Society  of  Friends  for  Rahway 
Preparative  Meeting  School,  which  is  expected  to  open  about  the  1st  of  9th 
month  next.  Apply - 36 

The  desire  of  the  superior  meeting  that  schools  should  be  on  a 
permanent  basis  made  it  more  necessary  that  teachers  be  bound 
by  a  rather  definite  agreement.  After  the  beginning  of  the  last 
quarter  of  the  18th  century,  contracts  are  generally  mentioned, 
but  it  is  not  clear  that  there  was  always  a  written  form — perhaps 
in  many  cases  a  contract  was  no  more  than  a  verbal  agreement. 
In  others,  however,  it  was  a  written  agreement,  having  terms 
clearly  stated.  In  1798  Upper  Springfield  recorded: 

As  the  time  of  our  teacher  is  expired  some  time  since,  and  a  subscription 
paper  set  on  foot  by  our  direction, to  obtain  scholars  for  the  year  next  ensuing 
being  now  returned  with  about  twenty-six  subscribed,  it’s  concluded  safe  to 
hire  him  for  one  year,  commencing  on  the  seventh  day  of  this  present  month  at 
which  time  he  opened  school.  The  terms  of  the  contract  are:  He  to  have 
thirty  scholars  made  up  at  three  pound  per  year  counting  both  the  subscription 
and  all  others  that  come.  Then  if  the  school  fall  short  the  deficiency  to  be 
made  up  out  of  the  profits  of  the  fund  and  if  it  exceeds  30  scholars  the  teacher 
to  have  the  benefit  provided  the  terms  of  the  subscription  is  adhered  to  by 
him.37 

Another  reference  to  a  binding  contract  is  found  in  1791  when 
Titus  Bennett  informed: 

that  he  had  a  prospect  of  leaving  us  at  the  end  of  his  present  engagement, 

35Pa.  Gazette ,  No.  1721,  Dec.  17,  1761. 

36Min.  Rahway  Prep.  Mtg.  Sch.  Committee,  15/VII/1875. 

37Min.  U.  S.  Sch.  Trustees,  16/V/1798. 


School  Control  and  Organization 


3°3 


but  the  school  being  small  and  he  having  some  expectation  of  entering  in 
another  place  to  more  advantage  to  his  interest  requests  to  be  disengaged  in 
three  weeks,  which  will  be  upwards  of  two  months  short  of  the  expiration  of  his 
time;  after  mature  consideration  it  is  fully  agreed  to  leave  him  at  his  liberty.38 

The  above  assures  at  least  that  a  contract  was  so  binding  that  a 
teacher  desired  to  have  his  release  formally  agreed  upon.  This 
experience  of  having  a  teacher  leave  unexpectedly  even  though 
he  was  careful  enough  to  ask  a  release,  and  another  more  question¬ 
able  case,  at  length  caused  stipulation  to  bemade  that  three  month’s 
notice  of  leaving  or  “firing”  had  to  be  given.  A  case  that  caused 
considerable  trouble  was  recorded  in  1804,  as  follows: 

Information  was  communicated  that  we  were  likely  to  be  deprived  of  our 
teacher  in  consequence  of  a  letter  of  solicitation  from  a  Friend  or  Friends  of 
Philadelphia,  who  having  drawn  him  there  without  our  consent  or  knowledge 
have  prevailed  on  him  as  he  represents  by  pressing  entreaty  to  enter  into  a 
positive  contract  to  teach  the  school  of  black  children  there — which  proceedings 
both  of  the  Friend  above  alluded  to  and  of  our  master,  being  altogether  new, 
unexpected  and  really  surprising  to  us,  and  in  our  view  very  unfriendly  and 
disingenious.  It  is  concluded  and  directed  that  the  Clerk  write  on  our  behalf 
to  said  Friends  acquainting  them  with  our  sentiments  relative  thereto,  as  now 
dictated — and  to  facilitate  the  business,  it  is  judged  sufficient  that  the  letter 
be  shown  to  Thomas  Gaskill  and  if  approved  by  him  to  be  forwarded  without 
delay. 

A  month  later: 

William  Newbold  reported  at  a  special  meeting  that  he  had  wrote  and  for¬ 
warded  a  letter  to  those  Friends  in  Philadelphia  in  the  manner  directed  at  last 
meeting,  a  copy  whereof  he  produced  which  was  read  and  unitedly  approved 
as  suitable  to  the  occasion — he  further  informs  that  after  waiting  some  time 
and  receiving  no  answer,  he  forwarded  a  note  containing  a  request  that  they 
would  favour  us  with  one,  but  none  still  coming,  Thomas  Gaskill  waited  on  one 
of  the  said  Friends  who  informed  him  that  they  disapproved  of  the  letter  and 
had  therefore  concluded  not  to  give  us  any  answer;  and  at  the  same  time  mani¬ 
fested  an  entire  disinclination  to  recede  or  withdraw  from  what  they  had 
done  relative  to  drawing  Charles  Roberts  from  us,  or  to  relinquish  their  claim 
upon  him.  After  maturely  considering  the  subject  and  the  extraordinary  part 
which  these  Friends  appear  to  have  acted  from  the  beginning  throughout  it 
appears  to  us  a  matter,  that  in  its  effects  and  consequences  is  of  great  concern¬ 
ment  and  requiring  our  further  attention.  Therefore  Thomas  Gaskill, 
Thomas  Sykes  and  William  Newbold  are  appointed  to  go  to  Philadelphia  as 
early  as  they  can,  and  if  they  find  on  a  further  investigation  of  the  business, 
that  it  cannot  be  adjusted  on  fair  and  equitable  principles  with  the  Friends 
themselves  who  have  thus  acted,  they  are  to  lodge  a  complaint  with  the  over- 


S8Ibid. 


3°4 


Quaker  Education  in  New  Jersey 


seers  of  the  Meetings  whereof  said  Friends  are  members — That  they  had,  as  we 
conceived,  clandestinely  drawn  our  teacher  from  us — and  they  are  also  directed 
to  pay  such  further  attention  to  the  business  as  they  may  judge  needful.39 

A  month  later  a  letter  came  from  the  overseersof  the  “Black 
School”  that  they  had  released  Charles  Roberts  from  his  engage¬ 
ment.  After  this  experience  the  trustees  stipulated  a  threemonths’ 
notice  must  be  given  before  leaving.40 

The  schoolmaster  of  early  times  was  occupied  with  many  things 
besides  school  teaching.  John  Woolman  learned  tailoring.  Many 
others  tilled  the  land,  carried  on  the  trade  of  carpenter,  or  other 
“art”  or  “mystery.”  Sometimes  their  ability  in  other  things 
was  made  clear  in  the  contract  between  teacher  and  school  com¬ 
mittee. 

The  Yearly  Meeting’s  suggestion  that  a  house,  garden,  cows 
and  so  forth  be  supplied  was  in  some  cases  carried  out  and  oppor¬ 
tunity  offered  for  even  renting  more  farm  land  of  the  committee.  In 
1834  Old  Springfield  Trustees  contracted  with  Watson  Pickering 
for  1  year,  giving  him  the  use  of  2  lots  containing  5  acres,  more  or 
less,  and  the  buildings.  He  was  to  pay  “$20  for  the  clover  lot 
over  the  run,  at  the  expiration  of  the  year;  the  dwelling  house  etc. 
and  lot  containing  2  acres  more  or  less  belonging  to  the  school  to 
have  gratis  while  he  teaches  the  school  ...”  It  was  specified  he 
should  “not  remove  hay,  straw,  grass,  dung,  ashes,  soil  or  compost 
thereon,  made  during  the  said  term.”41  The  following  is  the  con¬ 
tract  with  Franklin  B.  Haines,  1853: 

This  is  to  certify  that  we  do  hereby  agree  with  Franklin  B.  Haines  to  teach 
the  school  belonging  to  Old  Springfield  Preparative  Meeting  on  the  following 
conditions  viz. — said  Haines  is  to  have  all  the  property  belonging  to  said 
school  (except  3  acres  of  land  lying  south  of  the  run)  rent  free;  and  for  the 
other  3  acres,  south  of  the  run,  he  is  to  pay  the  sum  of  $20  per  acre,  and  is  to 
farm  all  the  land  as  the  committee  having  said  school  in  charge  may  from  time 
to  time  direct,  and  said  Haines  is  not  to  take  off  any  hay,  straw  or  manure 
except  as  much  as  he  may  bring  on;  and  is  to  teach  the  school  for  .03  cents  per 
scholar  per  day,  (Mathematics,  such  as  mensuration,  surveying,  and  algebra 
also  all  fuel,  stationery,  etc.,  excepted)  and  in  case  of  a  change,  each  party  is  to 
give  the  other  party  three  months  notice. 

Franklin  B.  Haines  Clayton  Zelley 

Daniel  S.  Zelley  Joseph  Hancock42 

William  C.  Hancock 


30Ibid.,  22/II/1804,  and  21/III/1804. 

40For  the  text  of  this  provision,  see  Art.  9,  p.  108. 

41Min.  Old  Springfield  School  Trustees,  5/III/1834.  42Ibid.,  21/IV/1853. 


School  Control  and  Organization 


305 


Not  much  need  be  said  of  the  salaries  paid.  There  was  always 
great  variation  at  different  times  and  places.  The  usual  rule  was 
to  make  as  “good  terms”  as  possible.  John  Wright  was  paid  $15 
for  four  weeks  and  one  day,  to  act  as  assistant  to  the  master  when 
the.  school  was  too  full.  In  1814  the  trustees  agreed  to  make  up 
S3 60,  if  the  school,  by  rates,  should  not  yield  that  amount  to  the 
master.  Moreover,  the  living  could  be  eked  oat  in  various  ways: 
one  minute  states  that  the  “treasurer  is  directed  to  pay  to  the 
teacher  four  dollars  for  carpenter  work  he  has  done  to  the  writing 
tables  at  the  schoolhouses.  ’  ’43  Moreover,  it  seems,  strong  argument 
could  cause  the  trustees  to  raise  a  salary.  Thus,  on  one  occasion, 
Burlington  stated  that  the  trustees  agreed  to  raise  the  salary  to 
$150  as  requested. 

In  Rahway,  1878,  the  salary  paid  was  usually  400-500  dollars, 
but  in  one  case,  it  was  proposed  that 

We  would  be  willing  to  pay  $500.00  and  that,  should  the  school  so  improve 
under  her  care,  as  to  warrant  it,  we  would  give  her  the  benefit  to  the  extent  of 
$600.  oo44 

The  salary  might  be  guaranteed  by  the  trustees,  or  it  might  not. 
The  following  minute  made  it  clear  that  no  guarantee  was  to  be 
expected : 

The  subject  of  the  school  under  the  care  of  the  Meeting  being  under  con¬ 
sideration  it  was  united  that  the  trustees  should  not  be  authorized  to  guarantee 
the  teacher  any  fixed  salary  as  heretofore,  but  in  other  respects  to  be  continued 
as  formerly,  with  the  understanding  that  all  the  children  accompany  their 
teacher  to  our  mid-week  meetings.45 

Women  teachers  were  often  obtained  to  teach  in  the  summer, 
and  were  desirable  because  their  service  could  be  secured  more 
cheaply  than  that  of  men.  In  1825  Hannah  Craft  was  to  teach 
during  the  summer  at  “$1.75  per  scholar  for  three  months,”  but 
she  was  only  secured  after  agreement  had  been  made  “to  procure  a 
female  as  teacher  for  6  months,  if  it  can  be  done  on  reasonable 
terms.”46  In  1832,  Mary  Craft  was  guaranteed  15  scholars  at  2 
dollars  per  quarter,  deficit  to  be  made  good  by  trustees  if  the 

43Min.  U.  S.  Sch.  Trustees,  20/X/1803. 

44Min.  Rahway  Prep.  Mtg.  Sch.  Com.,  16/VII/1878. 

45Min.  Woodbury  Prep.  Mtg.,  (H.),  23/V/1878. 

46Min.  East  Branch  Sch.  Trustees,  10/II/1825  and  11/VI/1825. 


3°6 


Quaker  Education  in  New  Jersey 


number  of  scholars  was  not  found.47  In  1877  Caroline  Gibbons 
received  $100  for  teaching  a  60  day  term.43 

The  teachers’  duties  comprised  many  things  besides  teaching. 
Purchasing  supplies  of  varied  character  seems  to  have  been  an  im¬ 
portant  one.  In  1808  the  teacher  at  Upper  Springfield  presented 
the  following  bill  to  trustees  which  was  approved  and  paid: 


100  (marbles  ?)  40  (hat  pins  ?)  1  (lb.  ?)  figs,  3  (lbs.  ?)  raisins  S  1.44 
Glass  and  putty,  hooks  and  rings  .95  U 

Washing  school  house  1.10 

Ciphering  board  and  8  pieces  for  (hat  pins  ?)  i-75 

2  benches  6.00 

2  (quarters  ?)  to  subscription  and  entrance  money  6.30 


In  1813  a  bill  of  $17.10  was  presented  for  2  dozen  spelling  books  > 
12  lights  of  glass,  2  lbs.  of  putty  and  glazing,  1  dozen  ink  stands, 
teaching,  cash  for  chopping  wood,50  and  also  a  stipulation  that 
the  teacher  get  “ink,  quills,  and  paper  and  charge  the  cost  to  the 
pupils.’’51  East  Branch  directed  that  their  teacher  charge  the 
patrons  for  the  wood  used  in  his  schoolhouse,  at  the  rate  of  $4.50 
per  cord.52 

In  spite  of  all  attempts  to  improve  the  conditions  of  living  for 
teachers  and  thus  retain  them  longer,  there  does  not  seem  to  have 
been  any  remarkable  success.  The  teachers  of  Colonial  days  and 
the  transition  heeded  the  call  of  the  Wanderlust  with  great  readi¬ 
ness.  Evesham  stated  in  1798  “the  school  has  been  kept  up  the 
most  part  of  the  year,  under  the  tuition  of  several  teachers  to  a 
good  degree  of  satisfaction.’’53  Thirty-five  years  later  the  yearly 
report  stated: 

the  school  has  been  taught  nearly  ever  since  our  appointment,  about  2  months 
by  Benjamin  M.  Haines,  and  about  7  months  by  Hannah  Gillingham,  and  at 
present  by  William  R.  Lippincott.  .  .  54 

In  the  case  of  Upper  Greenwich  we  have  a  list  of  teachers  from 
1810  to  1865.  In  this  list  there  are  28  teachers  whose  names  ap¬ 
pear  in  but  one  year;  10  whose  names  were  given  in  two  different 

i7Ibid .,  1832.  48Min.  Woolwich  Prep.  Mtg.,  (H.),  15/IV/1880. 

49Min.  U.  S.  Sch.  Trustees,  16/III/1808. 

50Ibid.t  13/XII/1813.  blIbid.,  31/IV/1813. 

52Min.  East  Branch  Sch.  Trustees,  4/II/1820. 

53Min.  Evesham  School  Trustees,  9/VIII/1798. 

5iIbid.,  2/I/1834. 


School  Control  and  Organization 


307 


years;  6  appeared  three  years;  2  appeared  four,  1  appeared  five; 
1  appeared  six;  and  1  appeared  ten  years.  This  makes  a  total  of 
95  cases  in  55  years.  As  the  school  year  at  this  place  was  gen¬ 
erally  3  quarters  long  we  may  estimate  that  the  teachers  mentioned 
one  year  probably  served  the  school  for  a  little  over  five  months ; 
those  who  were  mentioned  in  two,  three,  four,  five,  six  or  ten  years, 
served  approximately  two,  three,  four,  five,  six  or  ten  times  five 
months  plus.  The  calculation,  obviously  cannot  be  more  than 
an  approximation  and  suggestive.  For  instance  the  terms  of  men 
and  women  were  not  usually  equal;  tho  they  varied  much,  where 
specific  mention  is  made,  the  men  seem  to  have  taught  in  the 
winter  from  five  to  6  months  while  the  women  taught  summers 
for  three  or  four  months.55 

55Upper  Greenwich  Prep.  Mtg.  Book  for  use  of  Schools,  1809-1874.  For 


students 

of  local  history,  the 

list  of  teachers  will  be  of  interest. 

Date 

Name 

D.ate 

Name 

1810 

George  Mickle. 

1831 

Charles  Brown. 

1810 

Mary  Reeves. 

1832 

Wm.  Thorn. 

1811 

Isaac  Hinchman. 

1833 

Isaac  Flitcraft. 

1812 

Samuel  Barry. 

18  33 

Mary  A.  Paul. 

1812 

William  Mickle. 

1834- 

Edward  R.  Bullock 

1813 

it 

1835 

i  i 

1814 

H 

William  Thorne 

1815 

a 

1836 

Thomas  H.  Bond 

1816 

i  < 

1837 

Wm.  Haines 

1816 

Mary  Thorne. 

Elizabeth  Pine 

1816 

Benjamin  Shinn. 

1838 

<  4 

1817 

U 

Wm.  Brown 

1818 

Beulah  P.  Hancock. 

1839 

Sarah  W.  Brown 

1819 

Joseph  Whitall. 

Wm.  Haines 

1820 

Isabella  Paul. 

1840 

Sarah  W.  Brown 

1820 

Wm.  Mickle. 

John  P.  Brown 

1821 

James  Haines. 

1841 

Sarah  W.  Brown 

1821 

Solomon  W.  Lewis. 

John  Haines 

1822 

Hannah  Bacon. 

1842 

Charles  Hankins 

1823 

Isabella  Paul. 

Wm.  J.  Doran 

1823 

Charles  Brown. 

John  P.  Brown 

1824 

Isabella  Paul. 

1843 

Priscilla  Haines 

1824 

Joseph  Borton. 

Joseph  E.  Haines 

1825 

Anna  Haines. 

1844 

Bur  wood  Moore 

1825 

Wm.  E.  Kay. 

1845 

<  4 

1826 

Anna  Haines. 

1846 

Samuel  Ogden 

1826 

Samuel  Ogden. 

Mary  Moore 

1827 

Anna  Haines. 

1847 

<  4 

1827 

Griffith  Hinchman. 

Joseph  E.  Haines 

1829 

Charles  Brown. 

1848 

Burwood  Moore 

1829 

Wm.  Thorne. 

Mary  Moore 

1830 

i  i 

1849 

Elizabeth  Warrington 

1830 

Daniel  Bradshaw. 

Charles  Brown 

3°8 


Quaker  Education  in  New  Jersey 


There  is  no  reason  to  believe  that  the  above  list  does  not  fairly 
represent  the  tenure  of  teachers  generally  in  the  Quaker  schools  of 
the  period.  In  every  case  in  which  data  are  available  it  is  clear 
that  “one  term”  was  generally  the  longest  acquaintance  a  teacher 
had  with  his  job;  the  frequency  of  two,  three  or  more  terms  is  by 
no  means  great.  At  Upper  Springfield,  Titus  Bennett  taught 
probably  four  years  between  1789  and  1795;  Tucker  Earl  was 
mentioned  in  1797  and  1799;  Jonathan  Mendenhall  in  1800; 
Charles  Roberts  in  1803;  Ethan  Conley  in  1804;  Townsend 
Speakman,  four  years  1806  to  1809  inclusive;  Charles  Gaskill 
1810;  for  18 1 1  and  1812  there  were  no  minutes  of  the  trustees. 
Samuel  Gummere  taught  from  1813  to  1815  inclusive,  at  least; 
then  for  two  years  there  were  no  minutes  entered,  though  some 
meetings  were  probably  held.  In  1821  Wm.  Sykes  is  mentioned 
as  having  been  using  the  school  for  a  time  as  teacher.  Jane  Harris 
is  mentioned  once  in  1826,  while  Luisa  Bennett  taught  terms  in 
1827,  1828  and  1829. 66 

With  the  exception  of  extremely  few  cases  the  character  of  these 
early  teachers  was  above  reproach.  A  few  breeches  of  professional 
ethics  have  already  been  mentioned,  but  these  do  not  appear  to 
have  been  entirely  the  fault  of  the  teachers.  In  one  case,  at  least, 
the  distant  school  committee  was  just  as  much  to  blame.  In  the 
other  the  school  committee  appeared  entirely  satisfied  that  the 
teacher  should  be  at  liberty  to  go  where  he  could  have  a  better 
school. 

Two  cases  of  immorality,  serious  enough  to  be  taken  into  ac¬ 
count  by  the  meeting,  appear  on  the  records  examined.  In  1802 , 

This  meeting  informed  that — - is  charged  with  conducting  himself  in- 


1850  Zillah  Moore 
Burwood  Moore 

1851  Priscilla  P.  Haines 

1852  Burwood  Moore 
Priscilla  P.  Haines 
Edwin  Craft 

1853  Zillah  Moore 
Augustus  Sailer 

1854  Emily  Lewis 
Edwin  Craft 

1855  .  “ 

Eliza  Gaunt 
Benjamin  Heritage 

56Min.  Trustees  U.  S.  School. 


1856  Elmira  T.  Ogden 
Benj.  Heritage 

1857  Elmira  T.  Ogden 
Benj.  Heritage 

1858  Benj.  Heritage 
Anna  Potts 

1859 

Benjamin  Heritage 

1860  Sarah  Taylor 
Benjamin  Heritage 

1861  Rachel  Borton 

Benj.  Heritage — continued 
teaching  to  1865. 


School  Control  and  Organization 


3°9 


decently  toward  a  young  woman  in  his  school  and  also  of  sleeping  in  the  time  of 
his  school,  and  he  neglects  clearing  himself  therefrom,  on  account  of  which 
charges  he  has  been  treated  with  by  the  overseers.57 

Two  months  later  a  note  explained  that  the  charges  were  with¬ 
drawn  and  did  not  go  to  the  monthly  meeting  (18/XI/1802)  but 
in  January  1803,  “failing  to  clear  himself  before  the  meeting,  of 
charges  brought  againt  him  some  time  past,  a  copy  of  the  charges 
and  this  minute  are  to  go  to  the  Monthly  Meeting.”58  Later  in 
the  century  a  teacher  condemned  his  conduct  before  the  meeting. 

.  .  .do  hereby,  sincerely  and  honestly  condemn  my  immoral  conduct  that  has 
given  rise  to  censure  and  reproach,  during  the  past  year  .  .  .1  do  further 
agree  with  and  promise  the  above  trustees  I  will  leave  said  school  at  any  time 
during  the  year  by  their  request,  if  this  promise  is  not  faithfully  lived  up  to 
(Name.)59 

The  School 

In  the  first  period  of  school  development  in  Quaker  communities 
of  New  Jersey  it  was  common  to  hold  it  in  the  meeting  house,  if  no 
other  building  was  ready  for  it.  Vice  versa  it  was  just  as  common 
a  practice  to  hold  meeting  in  the  schoolhouse.  Burlington  in 
1756  permitted  a  school  to  be  held  in  the  upper  meeting  house; 
Mansfield  Neck  was  allowed  to  hold  meetings  at  the  schoolhouse 
in  1761;  and  Friends  at  Upper  Springfield  held  meetings,  by  per¬ 
mission  of  their  Monthly  Meeting,  “at  the  School  House  nigh 
Shreve’s  Mount.”  In  1766  an  additional  meeting  was  permitted 
to  convene  at  the  “schoolhouse  near  William  Bishop’s.”  So  far 
as  cases  are  concerned,  that  came  under  the  writer’s  observation, 
the  number  of  permits  to  hold  religious  services  in  schoolhouses 
exceeded  those  permitting  schools  in  houses  of  worship.  However, 
the  latter  custom  was  commonly  accepted. 

Just  what  the  earliest  schoolhouses  were  like  one  cannot  say  with 
more  precision  than  that  they  were  usually  of  logs,  but  sometimes  of 
stone,  small,  low,  inadequately  lighted,  and  heated.  No  comfort¬ 
able  desks  or  seats  made  the  long  school  day  more  tolerable.  In 
the  second  period  that  of  educational  expansion  which  began  about 
1778,  there  were  many  more  substantial  buildings  erected.  Some 
of  these  were  of  stone  and  brick,  while  many  were  ordinary  frame 

57East  Branch  .Prep.  Mtg.,  23/IX/1802.  5SIbid.,  20/I/1803. 

59Min.  Old  Springfield  Sch.  Trustees,  10/II/1855. 


3io 


Quaker  Education  in  New  Jersey 


buildings;  in  shape  they  were  generally  rectangular,  but  also 
octagonal,  and  possibly  hexagonal  schools  were  built,  though  the 
writer  has  seen  none  of  the  latter.  Most  of  those  built  just  following 
the  Revolution  or  in  the  early  nineteenth  century,  which  have  come 
down  to  the  present  were  of  brick,  brick  and  stone  combined,  and 
wood.  Some  in  more  recent  years  have  been  coated  over  with 
stucco.  It  is  probable  that  the  several  photographs  which  illus¬ 
trate  the  pages  of  this  book  do  not  fairly  represent  the  schools  of 
Quaker  New  Jersey  in  the  nineteenth  century,  for,  undoubtedly, 
only  the  best  buildings  have  been  preserved.  In  many  of  the 
smallest  communities  no  building  may  now  be  found  standing. 

Within  this  simple  house  of  brick,  logs,  or  stone,  the  master  or 
mistress  presided  over  a  number  of  boys  and  girls,  sometimes  as 
few  as  ten  or  as  many  as  seventy  or  eighty.  The  winter  school 
was  under  a  master,  generally,  and  was  made  up  of  older,  bigger 
boys.  The  summer  school  was  often  specified  as  being  for  the 
“girls  and  little  boys.”  This  does  not  mean  that  “girls  and  little 
boys”  were  not  schooled  in  the  winter,  but  that  big  boys  had  to 
work  in  the  summer. 

To  assist  master  or  mistress  in  the  control  of  the  school  no 
stone  was  left  unturned,  judging  from  the  rules  which  were  pre¬ 
pared  for  its  government.  These  rules  were  usually  drawn  up  by 
the  school  committee,  thus  setting  the  standard  of  conduct  which 
they  hoped  to  witness  upon  their  regular  visitations.  The  rigor  of 
the  regulations  appear  to  harmonize  with  the  severity  of  school 
architecture,  and  the  lack  of  comfortable  furnishing  in  the  school 
itself.  And,  from  the  usual  report  of  the  school  committee  that 
“the  school  appeared  to  be  kept  in  a  good  degree  orderly”  it  may 
be  surmised  that  the  rules  were  strictly  regarded.  The  following 
were  drawn  up  for  the  school  at  Evesham  about  1792. 

Rules  to  be  observed  by  the  scholars  in  Friends’  Schools  within  the  compass 
of  Evesham  Monthly  Aleeting, 

1st.  Be  at  school  at  the  hour  appointed  with  your  faces  and  hands  washed 
and  (heads  combed). 

2nd.  With  cheerfulness  and  attention  observe  the  instructions  of  the 
teacher  and  always  pay  him  due  respect. 

3rd.  Study  your  lessons  in  silence,  avoiding  unnecessary  conversation  with 
each  other,  making  your  movements  with  ease,  and  as  little  noise  as  possible. 

4th.  Be  not  forward  to  divulge  anything  passed  in  school;  mock  not,  or 


School  Control  and  Organization  3 1 1 

jeer  your  school  fellows  for  being  corrected;  it  is  unkind  and  may  happen  to  be 
your  own  case. 

5th.  Behave  yourselves  in  a  gentle  obliging  manner,  becoming  virtuous 
children,  the  boys  to  treat  the  girls  with  that  respect  and  decency  which  is  due 
to  their  sex,  and  the  girls  the  boys  with  a  becoming  reserve  and  modesty. 

6th.  When  you  receive  anything  of  another,  observe  to  make  some 
grateful  return  for  the  kindness  done  you,  never  returning  injuries,  but 
learning  nobly  to  forgive,  thus  showing  by  examples  how  all  ought  to  behave. 

7th.  If  disputes  at  any  time  arise  among  you,  ye  are  not  to  use  provoking 
words,  or  blows,  or  give  way  to  a  sullen,  revengeful  temper,  but  refer  the  matter 
to  be  decided  by  the  master. 

8th.  Carefully  avoid  speaking  evil  of  any,  treating  aged  persons  with  dis¬ 
respect,  jesting  with  those  of  weak  abilities,  making  a  mock  of  the  lame,  de¬ 
formed,  or  those  deprived  of  their  senses.  But  behave  yourselves  modestly, 
civilly,  and  kindly  to  all. 

9th.  Not  only  avoid  committing  any  indecent  behaviour,  or  such  amuse¬ 
ments  as  are  rude,  dirty  or  dangerous  yourselves,  but  shun  the  pernicious 
company  and  conversation  of  those  who  are  accustomed  thereto,  especially  the 
shameful  and  exceedingly  sinful  practices  of  lying  and  swearing.  Considering 
you  are  always  in  His  presence  who  made  you,  and  notices  all  your  words  and 
actions. 

10th.  Be  careful  to  observe  true  grammer,  and  Scripter  plainness  of  speach, 
in  using  the  singular  number  (as  thee  and  thou)  to  a  single  person,  and  in 
every  other  respect,  avoid  such  additions  in  your  addresses  to  others  as  are 
inconsistent  with  truth.  Plainness  of  apparel  is  also  most  consistent  with  our 
religious  principles,  it  is  therefore  desired  that  you  may  be  habited  accordingly. 

Lastly,  And  it  is  desired  that  you  carefully  avoid  spending  your  time  on 
first  days  in  sport,  or  any  way  that  tends  to  disturbance,  but  duly  attend  our 
religious  meetings  and  when  there,  be  still  and  sober;  remembering  the  awful¬ 
ness  of  the  occasion  that  you  are  there  met  to  worship  the  Divine  being,  who 
cannot  be  deceived  and  will  not  be  mocked.60 

In  a  few  instances  the  trustees  took  special  action  regarding 
damage  to  property.  In  1820  East  Branch  specified  that: 

such  scholar  or  scholars  as  may  or  shall  hereafter  commit  or  do  any  damage  to- 
the  school  house  either  wilfully  or  carelessly,  to  repair  to  make  good  such 
damage  at  his  or  her  own  expense,  or  the  expense  of  his  or  her  parent  or 
guardian,  .  .  .and  the  teacher  is  requested  to  attend  thereto  from  time  to- 
time.61 

All  of  the  records  available,  that  deal  in  any  way  with  details 
of  the  operation  of  the  school  seem  to  indicate  that  a  great  deal  of 
attention  was  given  to  keeping  the  school  clean.  On  this  it  is 


60Min.  Trustees  of  Evesham  School. 

61Min.  East  Branch  Sch.  Trustees,  6/III/1820. 


312 


Quaker  Education  in  New  Jersey 


impossible  to  write,  save  concerning  a  few  schools.  East  Branch 
noted  the  purchase  of  pails,  tub,  and  brushes;  Mt.  Holly  paid 
Daniel  Wills  $2.26^  “for  cleaning  school  house  and  some  repairs 
and  later  entered  an  item  of  $.33  for  a  “dusting  brush  for  school 
house.”62  Earlier  Daniel  Wills  directed  Samuel  Carr,  as  follows: 

Thee  will  please  to  pay  Mary  Coom,  or  order,  one  dollar  and  twenty-five 
cents  for  scrubbing  and  cleaning  the  school  house  and  charge  the  same  to  the 
school  house.63 

The  Easton  School  purchased  similar  cleaning  utensils,  mentioned 
whitewashing  the  school  (1827),  and  purchased  curtains  in  1857, 
which  were  evidently  washable.  In  1861  we  find  the  item  of 
“$1.62  to  cash  for  cleaning  school  house  and  washing  and  ironing 
window  curtains.”64 

Certain  articles  of  equipment  for  the  schools  have  been  mentioned. 
It  was  sometimes  purchased  by  trustees,  but  might  be  provided 
by  the  master,  and  then  charged  to  the  trustees.  Upper  Spring- 
field’s  teacher  in  1791  produced  an  account  for  “sundry  repairs  in 
the  house  and  materials  for  the  promotion  of  the  school,”  which 
was  laid  before  the  preparative  meeting  for  direction  therein.65 

The  following  items  refer  to  the  Mt.  Holly  Preparative  Meeting 
School.  In  1820,  $4.13  was  paid  Daniel  Wills  “for  Barrell  on 
school  house  stove,  3.88,  and  stand  25c.”  J.  J.  Warner  (1821) 
received  .75  for  “turning  on  (e)  dozen  inkstands.”  In  1796  a  lock 
and  staple  was  bought  for  the  door,  and  a  “light  of  glass”  put  in. 
A  year  later  the  windows  were  glazed  for  £  1/5/6,  and  in  1801  the 
house  was  plastered  at  a  cost  of  11  /3  /4U2.66  Below  is  given  a  list 

62Mt.  Holly  Prep.  Mtg.  School  Fund  Records,  1820  and  1822. 

63 Ibid .,  1817. 

64Account  Book  of  Easton  School,  1861. 

65Min.  U.  S.  School  Trustees,  13/VI/1791.  Later  items  of  expense  shed 
■some  light;  in  1793  “The  Hearth  and  some  parts  of  our  school  house  wanting 
repair  S.  Skyes  is  appointed  to  get  them  done  and  make  report  of  expense.” 

.  .  .In  1806,  “The  teacher  is  authorized  to  get  made  two  benches  for  the  use  of 
the  school,  to  have  a  distinct  seat  for  each  scholar,  in  form  of  a  stool.”  A  bill 
of  $9.28  was  entered  in  1808  for  plastering  the  school.  The  teacher  in  1813 
was  directed  to  get  ink,  quills  and  paper,  charging  them  to  the  scholars,  while 
the  trustees  promised  to  “find  firewood.”  In  1819,  the  school  having  been 
discontinued  for  a  time,  it  was  proposed  to  dispose  of  “the  maps,  and  gazateer 
Belonging  to  the  school.”  These  were,  however,  retained  until  1825. 

66Mt.  Holly  Prep.  Mtg.  School  Fund  Records. 


School  Control  and  Organization 


3i3 


of  articles  purchased  for  the  Easton  School  between  1827  and 
1875.67 

The  length  of  the  school  term  was  variable  in  the  extreme. 
In  the  case  of  Upper  Greenwich,  as  before  stated,  it  was  generally 
about  nine  or  ten  months  of  the  year,68  but  in  other  places  they 
were  not  so  regular.  Eastbranch  in  1824  mentions  a  school  for 
six  months  while  Rancocas  speaks  of  holding  school  ten  months  in 
1845.  The  “Brick  School”  at  Chester  was  held  three  months  in 
1791  and  1804;  four,  nearly,  in  1805;  six,  nearly,  in  1806;  eight, 
nearly,  in  1808;  four,  nearly,  in  1810;  four,  nearly,  in  1818;  nine 
in  1820;  six  in  1826;  nine  in  1827  and  1838;  six  in  1846;  and  ten, 
about,  in  1862.  “Moorestown  School”  was  held  six  months  in 
1804;  eight  in  1805;  nine  in  1819;  eleven  in  1827;  six  in  1846; 
three  in  1847;  ten  in  1853;  and  six  in  1862. 69  No  complete  set 
of  facts  is  available  on  this  point  but  the  above  irregularities  are 
probably  representative. 

Until  the  nineteenth  century  the  Quaker  institutions  of  learning 
were  scarcely,  if  ever,  called  anything  but  “school;”  in  the  school 
provision  was  made  for  girls  and  boys  alike,  but  separate  probably 
in  a  majority  of  cases.  Thus,  there  were  girls’  schools  and  boys’ 
schools.  Likewise  there  was  a  winter  and  a  summer  school, 


67 Easton  School  Account  Book. 


Date 

Items 

15/III/1827 

Sweeping  Brush 

.62 

30/III/1827 

Cleaning  school  &  whitewashing 

1. 00 

To  putting  in  2  lites  of  glass 

•15 

24/IV/1827 

To  cash  paid  for  water  pail 

•37U 

2 5/I/1828 

To  cash  for  3  “Expositors” 

•75 

16/II/ 

To  cash  pd.  for  Inkstands  for  school 

.31 

3/XI/1828 

To  cash  pd.  Cornel  (Cornwall?)  Stevenson  for  map 

for  school 

To  cash  for  6  lights  of  glass  and  putty  and  putting 

5.00 

in 

•47 

To  repairing  wrighting  forms  etc. 

.25 

To  one  tin  cup 

.10 

1/V/1830 

To  drawing  water  and  attendance  at  school  house 

•50 

30/IV/1830 

Cash  pd.  Cornel  (Cornwall?)  Stevenson  for  wood 

left  at  school  house 

3.82 

1836 

19/IV/1837 

22/X/1839 
22/XII/1853 
21/XI/1856 
4/XI/1857 
1/XII/1875 
68Page  3o6f. 


To  making  new  legs  to  writing  desk  .50 

To  making  stove  door  -37k> 

To  one  lock  on  the  school  house  door  .8 "}l/2 

Pd.  for  blackboard  .40 

Pd.  for  a  new  stove  for  school  house  16.00 

Pd.  for  small  table  and  curtains  for  school  house  3.95 
Pd.  for  a  globe  for  school  house  10.00 

C9Min.  Chester  Prep.  Mtg. 


3i4 


Quaker  Education  in  New  Jersey 


recognized  at  least  in  the  last  quarter  of  the  18th  century  But  in 
the  nineteenth  century  a  number  of  terms  became  common  even 
though  the  “learning”  offered  was  the  same.  Such  terms  as  “Board¬ 
ing  School,”  “family  school,”  “Seminary,”  “Academy,”  “Select 
School,”  and  “graded  school”  became  common.  The  difference 
between  some  of  them  was  only  in  name;  and  the  latter  is,  in  most 
cases,  clear.  The  family  school  was  commented  on  in  1834  by  the 
Yearly  Meeting  as  follows: 

There  is  a  class  of  schools  which  has  increased  within  a  few  years,  that  may 
be  termed  family  schools,  and  are  generally  taught  by  females.  They  furnish 
useful  employment  for  a  number  of  young  women,  and  are  calculated  to 
develop  female  intellect;  their  great  utility  is  obvious  and  we  believe  much 
good  would  result  from  their  being  still  further  extended  and  encouraged.70 

A  “Boarding  School”  had  been  operated  since  1799,  at  West- 
town,  and  many  others  were  patronized  during  the  century.  The 
term  “Seminary”  and  “Academy”  was  at  times  applied  to  the 
same  school.  “Bacon  Academy”71  offered  the  most  advanced 
course  of  any  of  the  New  Jersey  schools.  In  1854  the  committee 
introduced  co-education,  uniting  the 

male  and  female  departments,  formerly  kept  distinct,  .  .  .under  the  superin¬ 
tendence  of  a  female  principal.  .  .suitable  teachers  to  assist  her.  The  school 
has  been  opened  ten  months  of  the  year,  attended  by  102  pupils,  53  males  and 
49  females.72 

In  1873  a  committee  was  appointed  at  Salem  to  consider  grad¬ 
ing  the  schools  and  co-education.  The  next  report  of  the  school 
committee  stated  that: 

There  is  one  graded  school  of  the  description  queried  after,  with  two  teachers, 
whole  number  of  pupils  in  attendance,  73.  .  .  73 

A  graded  system  was  established  at  Moorestown  early  in  the 
last  decade  of  the  century.74 

70Extracts,  1834,  pp.  8-9.  71  See  pp.  1 55ff . 

72Min.  Pilesgrove  Prep.  Mtg.  Women  Frds.,  (H.),  20/IV/1854. 

73Min.  Salem  Mo.  Mtg.,  (H.),  30/IV/1873,  and  25/II/1874. 

74See  page  224. 


CHAPTER  XI 


CURRICULUM  AND  TEXTBOOKS 

Curriculum 

From  the  many  references  to  a  “guarded  religious  education” 
and  injunctions  against  the  reading  of  “pernicious  books”  and 
“heathenish  authors,”  which  appear  in  the  records  of  the  meet¬ 
ings  and  in  the  foregoing  pages  of  this  study,  one  is  led  to  under¬ 
stand  that  the  curriculum  was  always  closely  scrutinized  and  the 
books  used  in  instruction  carefully  selected.  This  was  for  the 
purpose  that  the  aim  of  a  moral  and  religious  education,  accord¬ 
ing  to  Friends’  standards,  might  be  secured.  A  second  guiding 
principle  in  selection  of  subjects  and  books  was  the  belief  in  an  es¬ 
sentially  realistic  education.  “We  are  in  pain  to  make  them 
scholars,  but  not  men,”  was  Penn’s  criticism  of  current  education. 
Quaker  practice  followed  his  suggestion  by  seeking  to  give  a  useful 
education,  early  showing  a  preference  for  scientific  studies.  Yet, 
in  schools  of  higher  grade  the  classic  and  modern  languages  were 
taught ;  but  a  careful  selection  of  materials  must  have  been  always 
insisted  upon.  Penn  deplored  the  fact  that  books  had  not  been 
composed  for  youth,  “by  some  curious  and  careful  naturalists 
and  also  mechanics,  in  the  Latin  tongue,  to  be  used  in  schools, 
that  they  might  learn  things  with  words  .  .  ,”1  In  this  he  repre¬ 
sented  distinctly  the  Realist  point  of  view,  and  was  far  beyond 
actual  school  practice  which,  in  the  Colonial  period,  was  limited 
to  the  four  R’s. 

Though  the  question  of  teaching  Latin  hardly  enters  into  a  dis¬ 
cussion  of  the  earlier  New  Jersey  schools,  as  they  were  elementary, 
the  Quaker  viewpoint  may  be  mentioned,  as  the  subject  was 
taught  in  some  schools  of  the  19th  century.  Haddonfield  reported 
in  1865,  “the  usual  branches  continue  to  be  taught  as  heretofore 
with  the  addition  of  Latin  which  has  been  studied  by  one  class  for 

1  Reflections  and  Maxims ,  16;  see  also  Chap.  Two. 


3*5 


3 16 


Quaker  Education  in  New  Jersey 


the  last  three  months.”2  In  a  Latin  text  of  elementary  grade, 
published  by  a  Friend  in  1676,  the  preface  stated  that 

Friends  met  and  agreed  together  in  language  teaching  to  lay  aside  the  heathen¬ 
ish  books  and  the  corrupt  grammars  taken  out  of  them,  and  to  set  up  the 
scriptures  of  truth,  and  what  may  be  savory,  and  good  matter  that  may  not 
corrupt  childrens’  minds.3 

From  this  and  other  strictures  we  may  safely  assume  that,  where- 
ever  taught,  Latin  and  Greek  were  limited  in  scope 

Efforts  were  continually  made,  especially  in  the  Colonial  period 
when  books  were  extremely  scarce,  to  provide  books  of  religious 
and  doctrinal  character,  not  only  for  use  in  the  schools,  which  is 
sometimes  specified,  but  for  distribution  among  members.  Such 
distribution  was  free  in  case  of  poor  members.  In  1772,  Wood- 
bridge  stated: 

There  are  divers  who  have  not  Friends’  Books,  one  of  which  has  no  Bible 
and  they  think  a  Bible  should  be  procured  for  that  Friend  and  That  this 
Meeting  should  procure  for  such  Friends,  Penn’s  Rise  and  Progress  of  the 
People  Called  Quakers,  Barclay’s  Catechism,  a  Treatise  Entitled,  Reasons  for 
not  Paying  Tythes,  Richard  Davis’  Journal,  Alice  Halls  Legacy,  Harmony  of 
Mankind  by  John  Woolman  and  (of)  these  there  should  be  Six  of  each  sort. 
Jos.  Shotwell  Jr.  is  desired  to  Purchase  and  Deliver  them  to  said  Committee 
for  said  purpose.  The  further  consideration  of  report  is  Referred  to  next 
Meeting.4 

Burlington,  in  1776,  received  a  large  collection  of  books,  mostly 
for  mature  minds,  and  ordered  that  they  “be  spread  among  poor 
friends  and  such  others  who  manifest  a  desire  to  be  instructed  in 
our  religious  principles  .  .  .”5  Similarly,  action  was  taken  in  1813 
to  provide  Bibles  for  members  in  need  of  them: 

The  subject  respecting  the  procurement  of  Bibles  for  the  use  of  such  of  our 
members  as  may  not  be  furnished  with  them  being  brought  into  view  it  is 
thought  best  to  make  an  addition  to  the  Committee  formerly  appointed: 
accordingly  Stephen  Pike  and  Samuel  Emlen  are  named  to  the  service/’ 

The  reason  for  distributing  books  may  be  found  in  the  minutes 
of  every  Quaker  meeting.  If  books  of  authorized  character  were 

2Min.  Haddonfield  Mo.  Mtg.,  13/II/1865;  tradition  has  it  that  Day  taught 
Latin,  Greek  and  Hebrew  at  Haddonfield.  The  records  (1803)  make  specific 
reference  to  the  fact  that  Latin  and  French  “are  or  may  be  taught.” 

3Moon’s  Master’s  Thesis  on  Early  Quaker  Education  in  New  Jersey,  11. 
Teachers  College,  Columbia  University. 

4Min.  Woodbury  Mo.  Mtg.,  15/I/1772. 

5Min.  Burlington  Q.  Mtg.,  25/XI/1776. 


6  Ibid.,  1/VI/1813. 


Curriculum  and  Textbooks 


3i7 


not  available  it  was  impossible  to  answer  the  third  query  as  the 
discipline  of  the  society  desired  it  should  be.  The  following  ex¬ 
tract  is  typical  of  the  answers  of  meetings.  The  restraint  from 
‘‘pernicious  books”  was  made  possible  by  supplying  a  large  number 
of  approved  character.7 

We  believe  Friends  are  in  a  good  degree  careful  to  bring  up  those  under 
their  direction  in  plainness  of  speech,  behavior  and  apparel:  in  the  frequent 
reading  of  the  scriptures:  and  to  restrain  them  from  pernicious  books  and  the 
corrupt  conversation  of  the  world.8 

Not  only  were  books  distributed  by  the  meetings,  but  subscrip¬ 
tions  were  made  from  time  to  time  to  provide  for  their  publication. 
It  is  useless  to  catalog  the  well-nigh  numberless  instances  of  this 
practice,  but  space  may  be  given  to  a  few.  In  1774  Chesterfield 
received  proposals  from  the  Meeting  for  Sufferings  for  “promoting 
subscriptions  for  John  Woolman’s  Journal ;9  in  1790  Burlington 
urged  subscriptions  for  publishing  Gough’s  History  of  our  Religious 
Society  and  that  preparative  meetings  buy  several  sets  to  be  loaned 
to  poor  members;  further,  that  subscriptions  be  made  “for  the 
Bible  printing  by  Isaac  Collins.”10  Upper  Springfield  in  1797 
reported  subscriptions  had  been  taken  for  Job  Scott’s  Journal ,  and 
a  year  later,  that  they  subscribed  for  the  Journal  of  George  Fox 
and  the  Memoirs  of  the  Life  of  Catharine  Phillip.11  These  are 
sufficient  to  indicate  the  manner  in  which  publication  of  “approved 
books”  was  supported. 

The  revival  of  educational  activity  after  1778  is  evidenced  in  the 
comments  on  books  for  schools,  which  became  much  more  numerous. 
Efforts  were  made  to  supply  school  books  in  the  same  manner  as 
religious  literature  for  adults  was  provided.  Regarding  books  for 
schools,  Woodbridge  wrote  in  1789: 

Our  Meeting  for  sufferings  being  informed  that  a  new  impression  of  Robert 
Barclay’s  Catechism  is  wanted  and  enquired  after  in  divers  places  and  that 
the  introduction  thereof  into  our  schools  and  families  may  be  instructively 
useful  to  the  youth  have  directed  the  reprinting  a  number  of  them  for  the 
service  of  Friends  within  the  compass  of  our  Yearly  Meeting. 

.  .  .that  the  Monthly  Meetings  would  appoint  suitable  friends  for  a  proper 

Tor  lists  of  books  supplied  at  various  times,  see  pages  336ff. 

8Min.  Great  Egg  Harbor  -Mo.  Mtg.,  6/III/1820. 

9Min.  Chesterfield  Mo.  Mtg.,  2/VI/1774. 

10Min.  Burlington  Q.  Mtg.,  29/XI/1790. 

nMin.  Upper  Springfield  Mo.  Mtg.,  7/VI/1797  and  4/IV/1798. 


Quaker  Education  in  New  Jersey 


A 

CATECHISM 

AND 

Confession  of  Faith, 

APPROVED  OF  AND  AGREED  UNTO, 

BY  THE 

GENERAL  ASSEMBLY 


OF  THE 


PATRIARCHS,  PROPHETS  and  APOSTLES, 
CHRIST  himself  Chief  Speaker 


IN  AND  AMONG  THEM. 


Which  containeth  a  true  and  faithful 
Account  of  the  Principles  and  Doc¬ 
trines,  which  are  moft  furely  belie¬ 
ved  by  the  Churches  of  Chrift  in 
Great  Britain  and  Ireland, 
who  are  reproachfully  called  by  the 
Name  of  QUAKERS;  yet 
are  found  in  the  one  Faith  with  the 
Primitive  Church  and  Saints,  as  is 


|  moft  clearly  demonftrated  by  fome 
|  plain  Scripture  Teftimonies,  (with- 
|  out  confequences  or  Commen- 
|  taries)  which  are  here  collected, 
|  and  irlferted  by  way  of  Anfwer  to 
|  a  few  weighty,  yet  eafy  and  fami- 
?  liar  Queftions,  fitted  as  well  for  the 
§  wifeth  and  largeft,  as  for  the  weak- 
%  eft  and  loweft  Capacities. 


TO  WHICH  IS  ADDED 

An  Expostulation  with,  and  Appeal  to,  all 

other  Professors. 


By  ROBERT  BARCLAY. 

Search  the  Scriptures,  (or,  ye  fearch  the  Scriptures ,)  for  in  them  ye  think  ye  have 
eternal  Life,  and  they  are  they  which  teftify  of  me.  And  ye  will  not  come  unto 
me,  that  ye  might  have  Life.  John  v.  39.  40. 

PHILADELPHIA: 

PRINTED  BY  JOSEPH  JAMES,  IN  CHESTNUT-STREET. 

M.DCC.LXXXVIII 


TITLE  PAGE  OF  BARCLAY’S  CATECHISM 


Curriculum  and  Textbooks 


31 9 


distribution  of  them  particularly  to  the  schools  under  the  care  of  Preparative 
or  other  Meetings  enjoining  the  tutors  to  have  them  read  at  seasonable  times 
by  such  of  the  children  in  classes  who  have  made  due  advancement  in  their 
learning.  .  .  12 

The  lack  of  suitable  school  books  was  relieved  in  1793  by  the 
Meeting  for  Sufferings.  Evesham  informed  that: 

In  consideration  of  the  great  want  of  suitable  books  for  the  use  of  the 
schools  in  our  Society  the  Meeting  for  sufferings  had,  for  that  purpose,  directed 
a  selection  and  impression  of  Wm.  Penn’s  Reflections  &  Maxims,  relating  to 
the  conduct  of  human  life,  and  29  volumes  were  now  received  from  the  Monthly 
Meeting,  being  our  proportion,  which  were  divided  between  Evesham,  Crop- 
well  and  Pine  Grove  Schools.  .  .Note  Crop  well  has  but  nine  books,  the  others 
have  ten  each.13 

In  the  same  year,  Mt.  Holly  stated: 

Thirty-one  books  printed  for  the  use  of  schools  was  produced  to  the 
meeting,  which  were  put  into  the  care  of  the  school  committee.14 

Some  meetings  felt  advantage  would  result  from  greater  uni¬ 
formity  in  books  used  and  that  they  should  have  the  approval  of 
the  school  trustees.  Evesham  Monthly  Meeting  stated  in  1801 
that: 

Some  of  our  number  have  visited  the  schools  established  by  this  Meeting, 
several  of  which  are  in  an  improving  state,  and  we  believe  it  would  conduce 
much  to  their  advantage  if  the  trustees  or  teacher  of  each  school  would  keep  an 
assortment  of  schoolbooks  from  the  interest  arising  on  the  funds,  or  otherwise; 
and  that  no  employer  may  introduce  any  book  into  our  schools  which  is  not  of 
the  same  kind,  without  the  approbation  of  the  trustees,  that  the  master  may 
have  the  advantage  of  fixing  his  whole  school  in  proper  classes,  which  we  think 
would  much  forward  the  children’s  improvement.15 

The  question  of  more  uniform  books  came  before  the  Yearly 
Meeting  in  a  report  made  in  1845,  and  a  special  committee  was  ap¬ 
pointed  to  see  what  might  be  done.  The  report  makes  clear  that 
the  purposes  of  uniformity  are  chiefly  (1)  to  get  rid  of  certain  ob¬ 
jectionable  books,  and  (2)  to  make  a  change  from  one  school  to 
another  less  harmful  to  the  pupil.  The  report  follows: 

The  attention  of  the  committee  has  been  directed  to  the  mixed  character 
and  great  variety  of  school  books  in  use.  As  it  was  thought  important  to 
obtain  more  minute  information  on  the  subject,  than  was  then  in  our  possession 

12Note  from  minute  of  Mtg.  for  Sufferings,  copied  from  Woodbridge  Mo. 
Mtg.  Min.,  21/V/1789. 

13Min.  Evesham  Prep.  Mtg.,  7/II/1793. 

14Min.  Mt.  Holly  Mo.  Mtg.,  10/I/1793. 

15Min.  Evesham  Mo.  Mtg.,  10/IV/1801. 


320 


Quaker  Education  in  New  Jersey 


INTRODUCTION 

TO  THE  ENGLISH  READER 


PART  I. 

PIECES  IN  PROSE. 

CHAPTER  I. 

SELECT  SENTENCES  AND  PARAGRAPHS. 

SECTION  I. 

TO  be  good  is  to  be  happy. 

Vice  soon  or  late,  brings  misery. 

We  were  not  made  for  ourselves  only. 

A  good  person  has  a  tender  concern  for  the  happiness 
of  others. 

Modesty  is  one  of  the  chief  ornaments  of  youth. 
Deceit  discovers  a  little  mind. 

Cultivate  the  love  of  truth. 

No  confidence  can  be  placed  in  those  who  are  in  the 
habit  of  lying. 

Neglect  no  opportunity  of  doing  good. 

Idleness  is  the  parent  of  vice  and  misery. 

Cleanliness  promotes  health  of  body  and  delicacy  of 
mind. 

The  real  wants  of  nature  are  soon  satisfied. 

A  contented  mind  is  an  inestimable  treasure. 
Deliberate  before  you  promise. 

Boast  not  of  the  favours  you  bestow. 

Merit  the  approbation  of  the  wise  and  good. 

It  is  a  great  blessing  to  have  pious  and  virtuous  parents. 
The  most  secret  acts  of  goodness  are  seen  and  approv¬ 
ed  by  the  Almighty. 

SECTION  II. 

Our  reputation,  virtue,  and  happiness,  greatly  depend 
on  the  choice  of  our  companions. 

B2 


Murray’s  “Introduction”,  Edition  of  1828 


Curriculum  and  Textbooks 


321 


several  queries  relating  thereto  were  addressed  to  the  teachers  of  schools  to 
which  Friends’  children  are  sent.  Replies  were  received  from  ninety  of  these 
schools  which  confirm  the  reports  received  last  year,  and  include  the  class 
books  used  in  teaching,  as  well  as  the  reading  books. 

The  want  in  the  different  departments  of  education  of  standard  works  of 
such  excellence  as  to  insure  their  general  adoption,  is  much  to  be  regretted; 
as  it  renders  the  change  from  one  school  to  another,  in  which  other  books  and 
other  modes  of  teaching  are  in  use,  a  temporary  and  often  a  permanent  dis¬ 
advantage  to  a  child.  Arithmetic,  for  example,  is  taught  from  20  different 
books  and  geography  from  14,  and  so  on,  in  most  of  the  branches  taught. 

It  is  much  to  be  desired  that  this  evil  should  be  remedied,  and  if  means  could 
be  devised  to  secure  the  cooperation  of  teachers  in  bringing  into  general  use  in 
our  schools  the  same  system  of  elementary  books,  either  selected  from  those 
now  in  use,  or  prepared  under  the  direction  of  Friends  by  competent  authors,  it 
would  greatly  accelerate  the  progress  of  the  pupils  in  learning,  especially  in 
those  higher  and  larger  institutions,  such  as  Westtown,  to  which  many  of  the 
children  of  these  primary  schools  are  ultimately  sent.  Most  of  the  positively 
objectionable  works  are  found  under  the  head  of  reading  books  or  history, 
the  former  of  which  often  contain,  with  other  objectionable  matter,  ex¬ 
tracts  from  dramatic  writers,  and  books  of  fiction,  thereby  promoting  a  taste 
for  that  hurtful  description  of  reading;  and  the  books  of  history  abounding 
with  accounts  of  warlike  achievements  which  are  calculated  to  produce  a  very 
injurious  effect  on  the  susceptible  minds  of  youth,  and  powerfully  to  cherish 
the  corrupt  propensities  of  the  natural  man. 

Although  it  appears  as  if  no  adequate  remedy  could  be  applied  until  reading 
books  are  prepared,  adapted  to  the  safe  instruction  of  Friends  children,  yet  as 
there  are  many  in  use  which  contain  comparatively  little  objectionable  matter, 
and  some  (such  as  Lindley  Murray’s  Compilations)  which  may  be  safely 
recommended,  it  is  very  important  that  teachers  and  such  Friends  as  have  the 
care  of  schools,  should  be  careful  to  procure  only  works  which  are  known  to  be 
of  that  character.16 

The  result  of  this  movement  was  the  establishment  of  central 
book  supply  houses  by  both  branches  of  the  Society  of  Friends. 
It  is  but  another  phase  of  the  tendency  towards  centralization.17 
In  1843  the  Friends  at  15th  and  Race  Streets  proposed  the  “ap¬ 
pointment  of  a  standing  committee  to  encourage  the  establishment 
of  libraries  in  Monthly  or  Preparative  Meetings”  and  recommended 
the  appointment  of  members  in  local  meetings  to  ascertain  “wants 
in  relation  to  books  and  to  correspond  with  the  standing  com- 

16Extracts  Yr.  Mtg.  Min.  (O.),  1845,  pp.  2-3. 

17The  Tract  Association  of  Friends  at  304  Arch  Street,  Philadelphia,  was 
established  in  1816,  and  the  Textbook  Association  in  1866.  The  central 
depository,  “on  the  east  side  of  Mulberry  Street”  was  established  about  1844. — 
Min.  of  the  Mtg.  for  Sufferings,  15/III/1844. 


322 


Quaker  Education  in  New  Jersey 


CONTENTS. 


PART  /. 

PIECES  IN  PROSE. 


CHAPTER  I. 

Page. 


SELECT  SENTENCES  AND  PARAGRAPHS,  61 

CHAPTER  II. 

NARRATIVE  PIECES. 

Sect.  1.  No  rank  or  possessions  can  make  the 

guilty  mind  happy,  -  -  -  61 

2.  Change  of  external  condition  often 

adverse  to  virtue,  62 

3.  Hainan;  or  the  misery  of  pride,  -  64 

4.  Ortogrul;  or  the  vanity  of  riches,  66 

5.  Lady  Jane  Grey,  69 

6.  The  hill  of  Science,  -  -  -  73 

7.  The  Journey  of  a  Day;  a  picture  of 

human  life,  -  -  -  -  78 

CHAPTER  III. 

DIDACTIC  PIECES. 

Sect.  1.  The  importance  of  a  good  education,  83 

2.  On  gratitude,  85 

3.  On  forgiveness,  86 

4.  Motives  to  the  practice  of  gentleness,  87 

5.  A  suspicious  temper  the  source  of 

misery  to  its  possessor,  -  89 

6.  Comforts  of  Religion,  -  -  -  91 

7.  Diffidence  of  our  abilities,  a  mark  of 

wisdom,  92 

8.  On  the  importance  of  order  in  the  dis¬ 

tribution  of  our  time,  93 

g  2 


From  Murray’s  “English  Reader”  Published  in  1808 


Curriculum  and  Textbooks 


323 


mittee  of  the  Yearly  Meeting.”18  This  central  book  supply  was 
created  at  an  early  date;  books  were  obtained  from  it  for  schools 
and  when  a  school  was  closed,  they  might  be  returned  to  be  sold.19 

As  above  stated,  the  elementary  curriculum  was  made  up  of  the 
four  R’s,  and  we  may  well  add,  with  emphasis  on  Religion.  The 
scarcity  of  comment  on  subjects  of  instruction  makes  it  impossible 
to  describe  with  certainty  when  additions  were  made  generally. 
The  East  Branch  School  trustees  stated,  in  1820,  they  had  ex¬ 
amined  the  “various  branches  of  learning  and  their  writing  books 
and  order  .  .  in  1825  they  mentioned  writing,  “several  books  of 
arithmetic,”  spelling,  reading,  reciting,  etc.;  a  similar  report  was 
made  in  1831 : 

All  attended  and  heard  the  scholars  in  their  spelling,  reading,  etc.,  ex¬ 
amined  their  writing  and  cyphering  books — -it  being  the  first  visit  paid  to  the 
school  by  us  since  it  has  been  under  the  tuition  of  the  present  teacher,  Thomas 
Warren.  Any  remarks  as  to  improvement  at  this  time  could  hardly  be  ex¬ 
pected.  Edward  Taylor,  Jr.20 

At  Evesham  in  1801  the  committee  expressed  the  belief  that 
girls’  schools  “should  be  conducted  in  the  summer,  when  men 
teachers  discontinue,”  and  “a  female  as  usher  in  steady  schools 

.  .  .  who  might  teach  needlework  and  obviate  the  necessity  of 
going  to  other  schools  to  learn  that  art.”21 

It  is  difficult  to  determine  from  any  one  statement  in  the  minutes 
just  what  was  taught.  For  instance,  in  the  case  of  Woodstown, 
later  in  the  century,  (1852)  there  were  mentioned  “reading,  writing, 
arithmetic,  grammar,  geography,  botany,  physiology,  philosophy, 
history,  and  drawing  .  .  .’’in  the  female  department  and  to  these 
were  added  “chemistry  and  the  higher  branches  of  mathematics” 
for  the  boys’  department.  These  subjects  do  not  seem  unusual 
for  a  school  that  was  called  “academy”  and  at  other  times  “Sem¬ 
inary;”  but  they  certainly  were  more  than  a  “common  school” 
education.  Yet,  in  another  report,  the  trustees  stated:  “the  usual 
branches  pertaining  to  a  common  school  education  have  been 
taught,”  and  again  “most  of  the  branches  pertaining  to  a  common 
school  education,  together  with  mathematics  and  drawing  have 

18Extracts  Yr.  Mtg.  Min.,  (H.)  1843,  9-10. 

19Min.  Woolwich  Prep.  Mtg.,  (H.),  A  letter  to  the  School  Committee,  1883. 

20Min.  East  Branch  School  Trustees,  6/V/1820;  5/III/1825;  and  8/I/1831. 

21P.  189. 


324 


Quaker  Education  in  New  Jersey 


been  taught.”22  There  can  be  little  doubt,  however,  that  the  term 
“common  school  education”  was  used  rather  loosely  and  that  more 
than  that  was  provided.  The  school  about  the  end  of  the  century, 
stated  as  its  purpose, 

.  .  .a  thoroughly  practical  education  to  all  desiring  to  finish  their  scholastic 
course  near  home;  also  to  prepare  students  intending  to  take  a  course  in  college. 
The  instructors  will  endeavor  to.arouse  in  the  minds  of  the  pupils  a  desire  to 
gain  a  thorough  education  for  the  good  it  will  be  to  them,  and  with  this  end  in 
view,  the  best  individual  results  can  be  obtained.  Independent  thinking  is 
especially  encouraged.  .  . 

The  school,  at  this  date,  comprised  kindergarten,  intermediate 
department,  and  the  high  school,  and  granted  a  diploma,  a  feature 
just  established,  which  admitted  the  holder  to  Swarthmore  Col¬ 
lege.23 

The  above  curriculum  had  much  that  indicated  harmony  with 
the  ideal  of  Realistic  education,  but  thorough-going  realism  de¬ 
veloped  slowly  so  far  as  general  practice  was  concerned.  Earty  in 
the  century,  thirty  years  before  Spencer’s  views  of  education  had 
attracted  public  attention,  Jonathan  Dymond  had  laid  his  stric¬ 
tures  on  the  classics,  so  far  as  moral  education  was  concerned,  and 
expressed  preference  for  an  education  of  the  people  that  should 
inculcate  “the  love  and  habits  of  inquiry,”  believing,  in  general, 
that  “science  is  preferable  to  literature,  the  knowledge  of  things 
to  the  knowledge  of  words.”  The  purpose  of  education  is  social 
for,  “as  the  education  of  a  people  prevents  political  evil,  it  effects 
political  good.  Despotic  rulers  well  know  that  knowledge  is 
inimical  to  their  power.”24 

During  the  nineteenth  century  science  began  to  occupy  a  greater 
place  in  practice,  as  Realists  had  long  declared  it  should.  In  1814 
the  teacher  of  the  little  school  at  Upper  Springfield  recommended 
the  introduction  of  geography,  and  as  the  house  was  not  sufficiently 
roomy  for  hanging  maps,  etc.  it  was  decided  necessary  to  make  an 
addition  of  about  ten  feet  at  the  end  of  it.25  Maps  were  purchased 

22Min.  Pilesgrove  Mo.  Mtg.,  (H.),  29/IV/1851;  Min.  Pilesgrove  Prep. 
Mtg.  of  Women  Friends,  (H.)  21/IV/1852  and  20/IV/1854. 

23Descriptive  catalogs  of  Bacon  Academy  for  1894-95  and  1 896-97,  kindly 
furnished  the  writer  by  Annie  E.  Pancoast,  Woodstown,  N.  J. 

24Dymond:  Essays  on  the  Principles  of  Morality,  Chapter  on  Education  of 
the  People. 

25P.  108. 


Curriculum  and  Textbooks 


325 


PART  II. 

EXERCISES  IN  ORTHOGRAPHY. 


CHAPTER  I. 

Containing  instances  of  false  Orthography ,  arranged 
under  the  respective  Rules. 


rule  1. 

Monosyllables  ending  with  f,  1,  or  s,  preceded  by  a 
single  vowel,  double  the  final  consonant;  as  staff, 
mill,  pass,  &c.  The  only  exceptions  are,  of,  if,  as, 
is,  has,  was,  yes,  his,  this,  us,  and  thus.  See  Gram. 
19edit.  p.  37. 

It  is  no  great  merit  to  spel  properly;  hut  a  great 
defect  to  do  it  incorrectly. 

Jacob  worshiped  his  Creator,  leaning  on  the  top 
of  his  staf. 

We  may  place  too  little,  as  well  as  too  much  stres 
upon  dreams. 

Our  manners  should  be  neither  gros,  nor  exces¬ 
sively  refined. 


RULE  11. 


Monosyllables  ending  with  any  consonant  but  f,  1, 
or  s,  and  preceded  by  a  single  vowel,  never  double  the 
final  consonant;  excepting  only,  add,  ebb,  butt,  egg, 
odd,  err,  inn,  bunn,  purr,  and  buzz. 


From  Murray’s  “English  Exercises”  (1813) 


326 


Quaker  Education  in  New  Jersey 


CONTENTS.  ix 

Men’s  Understandings,  p.  150;  Fading  of  Ideas  from  the 
Mind,  p.  154. 

BOYLE. — Critical  Notice,  p.  155;  The  Study  of  Natural  Philo¬ 
sophy  favourable  to  Religion,  p.  156. 

STEELE. — Critical  Notice,  p.  159;  Quack  Advertisements, 
p.  159. 

ADDISON. — Critical  Notice,  p.  163;  Vision  of  Mirza,  p.  163; 
Endeavours  of  Mankind  to  get  rid  of  their  Burdens,  p. 
169;  The  Works  of  Creation,  p.  176;  The  Planetary  and 
Terrestrial  Worlds  comparatively  considered,  p.  181; 
Importance  of  a  Good  Education,  p.  184;  Gratitude,  p. 
186;  Contentment,  p.  187. 

DEFOE. — Critical  Notice,  p.  192;  The  Great  Plague  in  London, 
p.  192. 

SWIFT. — Critical  Notice,  p.  198;  The  Inconvenieneies  of 
abolishing  Christianity,  p.  198;  Adventures  of  Gulliver 
in  Brobdingnag,  p.  204. 

POPE.— Critical  Notice,  214;  Death  of  two  Lovers  by  Light¬ 
ning,  p.  214;  Sickness  and  Death,  p.  216;  Autumn 
Scenery,  p.  218. 

ARBUTHNOT. — Critical  Notice,  p.  220;  Epitaph  on  Chartres, 

p.  220. 

BOLINGBROKE. — Absurdity  of  LTseless  Learning,  p.  221;  Un¬ 
reasonableness  of  complaints  of  the  shortness  of  Human 
Life,  p.  224. 

MONTAGLT. — Critical  Notice,  p.  229;  Inoculation  for  the  Small 
Pox,  p.  229;  Female  Education,  p.  231. 

JOHNSON. — Critical  Notice,  p.  236;  Preface  to  the  Dictionary, 
p.  236;  Letter  to  Lord  Chesterfield,  p.  241;  Reflections 
on  landing  at  Iona,  p.  242;  Parallel  between  Pope  and 
Dry  den,  p.  243;  Schemes  of  Life  often  illusory,  p.  246. 
CHESTERFIELD. — Critical  Notice,  p.  250;  Good  Breeding, 
p.  250. 


From  Hart’s  “Class  Book  of  Prose’’  (1845) 


Curriculum  and  Textbooks 


327 


for  Burlington  school  in  182 2-3, 26  and,  as  above  noted,  Bacon 
Academy  was  emphasizing  a  scientific  course  in  185 1 .  It  probably 
did  so  from  the  time  of  its  founding,  ten  years  earlier.  In  the 
meeting’s  school  at  Old  Springfield,  Franklin  Haines  was  employed 
to  teach  mathematics,  such  as  mensuration,  surveying  and  algebra.27 
At  Upper  Greenwich  in  1857  “a  series  of  apparatus  for  illustrating 
the  higher  branches  was  purchased  for  the  use  of  the  school.” 
The  Library  Association,  founded  1834,  had  at  this  time  500  vol¬ 
umes.28  The.  following  minute  from  Chester  Orthodox  Friends, 
1883,  describes  some  assistance  given  to  encourage  science  teach¬ 
ing. 

.  .  .Thru  the  efforts  of  the  teachers  and  the  kind  cooperation  of  some  friends 
interested  in  the  school,  funds  were  raised  to  purchase  a  human  skeleton, 
and  a  manikin  and  they  were  placed  in  the  school.  .  .and  suitable  closets 
constructed  to  preserve  them;  there  has  also  been  received  and  placed  in  the 
school  a  valuable  collection  of  fossils,  minerals,  shells,  etc.,  gifts  from  our 
former  principal  teacher  Edward  Forsythe,  and  a  citizen  of  Moorestown,  all  of 
which  are  thought  to  be  material  aids  to  instruction  in  physiology  and  natural 
science;  and  good  use  has  been  made  by  the  teachers  of  the  chemical  and 
philosophical  apparatus  in  possession  of  the  school.  .  .29 

In  1885  Chester  recorded  that  “several  instructive  lectures  on 
scientific  subjects  were  delivered  in  the  school  building  during  the 
past  year.”30  These  scientific  lectures  in  local  schools  were  part 
of  a  program  undertaken  by  the  Yearly  Meeting,  concerning  which 
it  stated  in  1887, 

The  advantages  to  pupils  of  having  the  many  truths  found  in  their  studies  in 
Physics,  Chemistry,  etc.,  properly  illustrated  with  suitable  apparatus,  are 
apparent,  and  for  this  purpose  lectures  on  scientific  and  other  subjects  to  the- 
number  of  eighty-one,  have  been  delivered  at  stated  times  during  the  year  to 
schools  desiring  them.31 

The  reports  of  the  several  meetings,  shown  in  previous  chapters, 
indicate  that  a  considerable  number  from  New  Jersey  schools 
finished  or  continued  their  education  at  Westtown  Boarding  School, 
Pennsylvania. 

Regarding  science  instruction  at  Westtown  in  1846  it  was  stated, 

In  the  departments  of  mathematical  science,  Natural  Philosophy,  Astronomy 

26P.  64.  ^Miscellaneous  papers  of  Old  Springfield  Prep.  Mtg.,  1853. 

2SMs.  History  of  Upper  Greenwich  Mtg.  by  William  Haines,  in  hands  of 
Wm.  Borden,  Mickleton,  N.  J. 

29Min.  Chester  Mo.  Mtg.,  (O),  3/VII/1883.  30Ibid.,  7/II/1885. 

31Extracts  of  Yr.  Mtg.  Mins.,  (H.),  1887,  20-23. 


328 


Quaker  Education  in  New  Jersey 


and  other  studies,  the  pupils  acquitted  themselves  in  a  very  creditable  manner; 
and  we  believe  there  are  few  seminaries  in  our  country,  which  afford  better 
opportunities  for  acquiring  a  knowledge  of  the  useful  branches  of  education.32 

In  1858  the  course  was  described  as  follows: 

The  same  course  is  pursued  as  has  heretofore  been  the  case;  embracing  all 
the  branches  of  a  good  English  education,  with  instruction  in  the  Greek  and 
Latin  languages,  and  lectures  during  the  winter  season;  and  the  progress  made 
by  the  pupils  is  as  great  as  could  reasonably  be  expected.  The  usual  instruc¬ 
tion  in  the  Christian  principles  and  testimonies  of  Friends,  is  also  given.33 

In  1862, 

The  course  of  studies,  and  the  number  of  teachers  employed  are  the  same  as 
last  year.  As  heretofore,  at  stated  periods,  portions  of  the  Holy  Scriptures, 
Barclay’s  Catechism  or  Bevan’s  View,  are  committed  to  memory  by  the 
pupils;  and  the  Bible  and  other  religious  books  are  frequently  read  to  them 
when  assembled  in  the  collecting  rooms.  A  thorough  knowledge  of  those 
branches  of  an  English  education,  which  are  of  daily  practical  utility  being 
very  important,  particular  care  is  taken  to  give  instruction  in  them,  with 
probably  as  much  success  as  at  any  other  school.  Lectures  have  been  de¬ 
livered  the  past  session  on  Natural  Philosophy,  Chemistry,  and  Natural 
History;  and  50  boys  and  12  girls  have  studied  Latin,  and  15  boys  have  given 
some  attention  to  Greek.34 

Ten  years  later  the  scientific  and  classical  courses  were  combined 
in  one,  Latin  and  Greek  being  assigned  as  optional  studies  so  that 
“those  whose  time  is  limited,  may  complete  a  Scientific  Course  as 
heretofore  and  obtain  a  corresponding  certificate.”35 

Textbooks 

It  is  almost  impossible  at  the  present  day  to  reconstruct  the  entire 
curriculum  or  the  list  of  textbooks  used  in  schools  a  hundred  or 
more  years  ago.  But  a  beginning  can  be  made  that  is  very  sug¬ 
gestive  of  the  atmosphere  of  the  class  room  so  far  as  that  is  reflected 
In  the  books  used.  In  the  frequent  warning  against  “reading  per¬ 
nicious  books”  is  found  the  guide  in  the  selection  of  books  for  class 
use.  The  following  list  of  textbooks  is  made  up  from  items  con¬ 
tained  in  minutes  of  School  Trustees,  Committees,  and  Meetings 
in  New  Jersey  between  1788  and  1869,  which  specified  that  the 
books  were  for  the  use  of  schools.  It  is  probably  incomplete. 


32Extracts  Yr.  Mtg.  Min.,  (O),  7-8. 
zzIbid.,  1858,  4.  ZiIbid.f  1862,  11. 


35 1  bid.,  1872,  23-4. 


Curriculum  and  Textbooks 


329 


10 

CONTENTS. 

Page 

Sect.  4. 

Remarks  on  the  potential  mood 

70 

5. 

Of  the  tenses.  . . 

72 

6. 

The  conjugation  of  the  auxiliary  verbs  to  have 

and  to  be . . 

78 

7. 

The  auxiliary  verbs  conjugated  in  their  simple 
form;  with  observations  on  their  peculiar 

nature  and  force.  . 

87 

8. 

The  conjugation  of  regular  verbs. 

91 

9. 

Observations  on  passive  verbs . 

99 

10. 

Of  irregular  verbs . 

102 

11. 

Of  defective  verbs;  and  of  the  different  ways 

in  which  verbs  are  conjugated. 

108 

CHAP.  7 

Of  adverbs . 

109 

CHAP.  8 

Of  prepositions . 

113 

CHAP.  9 

Of  conjunctions . 

115 

CHAP.  10 

Of  interjections . 

119 

CHAP.  11 

Of  derivation 

Sect.  1. 

Of  the  various  ways  in  which  words  are  deriv- 

ed  from  one  another . 

119 

2. 

A  sketch  of  the  steps,  by  which  the  English 
language  has  risen  to  its  present  state  of 

refinement . 

123 

PART  III.  Syntax. 

125 

Of  the  syntax  of  the  article . . 

Of  the  syntax  of  the  noun. 

Of  several  nouns  joined  by  copulatives.  k 

Of  nouns  connected  by  disjunctives.  . 

Of  nouns  of  multitude . 

Of  one  noun  governing  another  in  the  possessive  case. 

Of  the  syntax  of  the  pronoun. 

Of  pronouns  agreeing  with  their  antecedents.  . 

Of  the  relative  being  nominative  to  the  verb. 

Of  the  relative  preceded  by  nominatives  of  dilferent  per¬ 
sons . 

Of  the  syntax  of  the  adjective . 

Of  the  syntax  of  the  verb. 

Of  the  verb’s  agreement  with  the  nominative  case. 

Of  verbs  active  requiring  the  objective  case. 

Of  one  verb  governing  another  in  the  infinitive  mood. 

Of  verbs  related  in  point  of  time.  . 

Of  the  syntax  of  the  participle . 

Of  the  rules  respecting  adverbs. 

Of  the  position  of  adverbs . 

Of  two  negatives . 


151 


130 

133 

134 
153 


135 

139 

141 

142 


126 

159 

161 

163 

167 


169 

172 


From  Murray’s  “English  Grammar”  (1826) 


33© 


Quaker  Education  in  New  Jersey 


INDEX. 


Decrease  of  the  Red  Men — Red  Jacket . 

Speech  of  Complanter . 

Perilous  Adventure . 

The  Close  of  the  Year . 

James  Alford . 

The  Deserted  House — Poetry — Thomas  Hood . 

James  Corson — Chambers’  Journal . 

Courage  well  Employed — Eng.  Magazine . 

The  Close  of  the  Righteous — Poetry — H.  F.  Gould . 

The  Falling  in  of  a  Coal  Mine — N.  Y.  Com.  Adv . 

The  Banian  Tree . . 

Faithful  Testimony  against  War . . . 

Habit — Dugal  Stewart . 

James  Ferguson . 

“  “  continued . 

A  Name  in  the  Sand — Poetry — H.  F.  Gould . 

Pine  Forests . . 

A  Summer  Morning  in  the  Country — Poetry — W.  H.  Burleigh . 

Ice  in  the  Arctic  Regions . 

The  Holly  Tree — Poetry — R.  Southey . . 

The  Prairie — Poetry — Bryant . 

The  Last  Month  of  Summer — Poetry — Gallagher . 

Perseverance — Poetry — R.  S.  S.  Andros . 

The  Death  Bed — Poetry — T.  Hood . 

The  Effects  of  War — Evenings  at  Home . 

Wisdom  and  Knowledge — R.  Southey . 

W7ar  the  Cause  of  Misery — R.  Hall . 

War  Injurious  to  Morality — R.  Hall . . . 

Ti  me — Poetry — Knox . 

South  African  Desert — Poetry — T.  Pringle . 

The  Common  Gnat — British  Naturalist . 

Morning  Thoughts — Poetry . 

Kelp — C.  Darwin . 

Salt — C.  Darwin . 

Night — Poetry — Wr.  H.  Burleigh . 

Speech  of  Red  Jacket,  the  Seneca  Chief,  to  the  Agent  of  the 

Ogden  Land  Company . 

Speech  of  Farmer’s  Brother,  a  Seneca  Indian . 

William  Cowper . 

Slavery — Poetry — Cowper . 

Drought  in  Buenos  Ayres — Darwin . 

Effects  of  Severe  Cold . 

Christian  F ree do m — Poetry — C o w per . 

(iii) 


Page 

7 

8 
13 
16 
17 
20 
22 
26 
29 
29 
33 
35 

38 

39 
42 
46 


51 

57 

58 
61 
62 

63 

64 

67 

68 
70 

72 

73 

74 
76 

78 

79 
82 

83 

84 
86 

87 

88 
90 
92 


From  the  “Select  Reader”  number  iii,  published  by 

THE  TRACT  ASSOCIATION  OF  FRIENDS 


Curriculum  and  Textbooks 


33i 


American  First  Class  Book. 

American  Practical  Catechism. 

Barclay’s  Catechism. 

Bibles. 

Books  on  common  things. 

Comley’s  Spelling  Book. 

Cowper’s  “Task.” 

Expositors. 

Greenleaf’s  Arithmetic. 

Lessons  for  Y outh. 

The  Monitor. 

Maps  (Wall  Maps,  presumably). 

Murray’s  English  Reader,  Introduction,  Sequel,  Grammar  abridged. 

Oeconomy  of  Human  Life. 

Penn’s  Reflections  and  Maxims,  and  Advice  to  His  Children. 

Pike’s  Arithmetic. 

“Reading  Books.” 

Scripture  Lessons. 

Select  Reader  (a  series  of  readers  (at  least  4  in  the  series),  published 
by  the  Tract  Association  of  Friends  at  Philadelphia.) 

Spelling  books. 

Testaments. 

The  books  were  frequently  sent  out  by  the  superior  meetings  and 
distributed  to  the  schools  by  the  local  school  committee.  In  some 
schools  the  trustees  controlled  the  books,  making  purchases  and 
reselling  to  the  pupils.36 

Besides  these  books  there  were  others  which  we  would  expect, 
were  used  in  the  schools,  though  no  specific  reference  is  made  to 
them  in  the  meetings’  minutes  that  remain.  Such  were  Benezet’s 
First  Book  for  Children  (1778),  S.  M.  Day’s  Pronouncing  Spelling 
Book ,  (1811),  Art  of  Spelling  facilitated  for  the  use  of  schools  (1804), 
and  Lessons  in  Reading  (1804),  Fox’s  Introduction  for  Right  Spelling 
(1762),  and  Woolman’s  First  Book  for  Children,  (1769).  The 
preference  for  books  by  Friends  would  certainly  have  caused  these 
to  have  been  considered  in  making  a  selection.  A  copy  of  Murray’s 
English  Exercises  (1813),  Evans’  Examples  of  Youthful  Piety  (1830), 
Hart’s  Classbook  of  Prose  (1845),  Cotton  Mather’s  Essays  to  do 
Good,  addressed  to  all  Christians  whether  in  public  or  private 
capacities,  and  Beecher’s  Suggestions  Respecting  Improvements  in 
Education  (1829),  doubtless  for  the  use  of  teachers,  were  found  in 


36Min.  of  Trustees  of  Easton  School  Fund,  1861,  70. 


332 


Quaker  Education  in  New  Jersey 


SEQUEL 

TO 

THE  ENGLISH  READER: 

OR, 

ELEGANT  SELECTIONS 

IN  PROSE  AND  POETRY . 

DESIGNED  TO  IMPROVE 

THE  HIGHEST  CLASS  OF  LEARNERS  IN  READING’, 

TO  ESTABLISH 

A  TASTE  FOR  JUST  AND  ACCURATE  COMPOSITION; 

AND  TO  PROMOTE 

THE  INTERESTS  OF  PIETY  AND  VIRTUE. 


BY  LINDLEY  MURRAY, 

Author  oj  an  "English  Grammar  adapted  to  the  different 
Classes  of  Learners,"  &c. 

STEREOTYPED  BY  L.  JOHNSON.  PHILADELPHIA  . 


$f)tlabelphia: 

PRINTED  AND  PUBLISHED  BY  S.  PROBASCO, 


1831. 


TITLE  PAGE  OF  A  FAVORITE  TEXTBOOK 
IN  FRIENDS’  SCHOOLS 


Curriculum  and  Textbooks 


333 


EXAMPLES 

OF 

YOUTHFUL  PIETY. 


Elizabeth  C.  Secor  was  born  at  New  Rochelle  in 
the  State  of  New  York,  in  the  first  month,  1814. 

In  very  early  life  she  manifested  an  uncommon  gra¬ 
vity  and  seriousness  in  her  deportment,  was  scrupulously 
careful  not  to  do  anything  which  she  thought  wrong, 
and  was  remarkably  cleanly  and  neat  in  her  person 
and  habits.  Towards  her  parents,  she  evinced  a  ten¬ 
der  and  affectionate  attachment,  cheerfully  obeying  all 
their  commands,  and  avoiding  whatever  she  apprehend¬ 
ed  would  give  them  uneasiness. 

When  about  two  years  and  a  half  old,  she  desired 
her  uncle  to  read  in  the  Bible  for  her;  he  accordingly 
read  the  narrative  of  Abraham’s  offering  up  his  son 
Isaac,  at  which  she  was  greatly  affected,  and  requested 
him  to  read  no  more,  as  she  could  not  help  crying. 

Some  friends  intending  to  have  a  religious  opportu¬ 
nity  in  the  family,  she  appeared  anxious  for  the  time 
to  arrive;  sat  with  becoming  gravity  while  it  con¬ 
tinued,  and  expressed  a  wish  that  they  might  have 
more  such  seasons,  saying,  “I  had  no  idea  that  we 
should  have  such  a  good  meeting.” 

It  was  her  wish  to  attend  religious  meetings,  but  the 
delicate  state  of  her  health  mostly  prevented  her  from 


FROM  THOMAS  EVANS*  “EXAMPLES”  PUBLISHED  IN  1830 


334 


Quaker  Education  in  New  Jersey 


A  N 

APOLOGY 

FOR  THE 

True  Chriftian  Divinity: 

BEING  AN 

Explanation  and  Vindication 


OF  THE 

PRINCIPLES  and  DOCTRINES 

OF  THE  PEOPLE  CALLED 

QUAKERS. 


Written  in  latin  and  English 

By  ROBERT  BARCLAY, 

And  fince  tranflated  into  high  dutch,  low  dutch,  french 
and  Spanish,  for  the  Information  of  Strangers. 


PHILADELPHIA: 

PRINTED  BY  JOSEPH  JAMES,  IN 
CHESNUT  STREET 
M.DCC.LXXXIX 


TITLE  PAGE  OF  BARCLAY’S  “APOLOGY” 


Curriculum  and  Textbooks 


335 


an  old  cupboard  of  the  school  room  at  Woodbury.  Some  of  the 
books  are  inscribed  “Friends  Female  School  at  Woodbury.” 

Adult  education  was  assured  by  a  supply  of  religious  and  doc- 


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Catalogue  of  books  in  Woodbury  Meeting 


trinal  books,  which  were  sent  out  either  to  be  sold,  or  distributed 
free  to  those  who  could  not  buy.  Libraries  were  established  in 
some  places,  with  a  book  committee  and  librarian  to  loan  books  and 


336 


Quaker  Education  in  New  Jersey 


see  that  they  were  returned.  Such  libraries  were  mentioned  at 
Woodbury,  (1789),  Alloways  Creek  (1845),  Little  Egg  Harbor 
(1844),  Upper  Greenwich  (1834),  Woolwich  (i860),  Chesterfield 
(1870),  Upper  Springfield  (1838).  Libraries  were  not  mentioned 
at  all  meetings  but  it  seems  that  books  were  sent  to  all  alike  and 
distributed  as  above  indicated.  One  meeting,  Upper  Greenwich, 
was  said  to  have  500  volumes  under  the  care  of  its  Library  associ¬ 
ation.37 

In  some  of  the  libraries  it  appears  that  great  care  was  taken  of 
the  books.  Several  catalogs  of  the  books  at  Woodbury38  and 
other  places  were  made  and  those  in  charge  urged  to  keep  them 
in  order.  Modern  librarians  would  not  be  expected  to  show  more 
persistence  in  following  delinquent  borrowers  of  books  than  did 
Samuel  Mickle  of  Woodbury.  In  a  letter  to  a  Friend  at  Evesham 
he  wrote  in  March,  1824: 

If  when  our  Friend  Esther  Ballenger  may  be  at  Evesham,  she  will  enquire 
for  Samuel  Inskeep,  and  get  Barclay’s  Apology,  which  he  hath  had  in  posession 
perhaps  25  years  or  more,  she  will  greatly  oblige  the  Preparative  Meeting  of 
Woodbury  and  particularly 

S.  Mickle.39 

The  character  of  the  collections  of  books,  whether  a  formal 
library  association  was  formed  or  not,  may  be  seen  from  the  list 
below,  made  up  from  about  seventy  sources.40 

37 Ms.  Hist,  of  U.  G.  Mtg.  No  list  of  the  500  titles  is  available. 

38Facsimile  of  such  a  catalogue  of  1802  is  shown  on  page  335. 

39Letter  in  a  package  of  papers  in  School  House  Cupboard,  Woodbury, 
N.  J. 

40A  Kiss  for  a  Blow. 

A  short  examination  whether  War  is  lawful  for  a  Christian. 

Account  of  Joseph  Harris. 

Adam’s  Atlas. 

Adam’s  Geography. 

Advices. 

Advice  against  Swearing. 

Africans,  books  on  the  status  of  the  oppressed. 

Alexander  Ascate’s  “Books.” 

Ancient  Christian’s  principle  or  Rule  of  Life. 

Anarchy  of  the  Ranters. 

Andrews,  Edward,  Life  of. 

Anecdotes  of  Gamblers. 

Arnold’s  “Wheat”  (?)  and  Learning  to  Think. 

Barclay,  R.  Apology. 

Catechism. 

Church  Government. 

Barclay,  J.,  Letters. 


Curriculum  and  Textbooks 


337 


Benezet,  A.,  Account  of  Friends  bound  with  Penn’s  Tender  Counsel. 

Brief  Account  of  the  Rise  and  Settlement  of  Friends  in  Penn¬ 
sylvania. 

“Writings”  and  “Books  on  Slavekeeping.” 

Besse’s  Sufferings  of  Friends. 

Biography  of  Scholars. 

Blain’s  Lectures. 

Bordhead,  Charles,  Memoirs. 

Book  for  Boys. 

Bownas,  Samuel,  Journal. 

Brooks,  M.,  Silent  Waiting. 

Byerd,  Ann.  (No  work  named.) 

Chandler’s  Works. 

Christ’s  Gracious  Invitation. 

Christian  Instruction. 

Christian  Memento. 

Christianity  and  Infidelity  contrasted. 

Classbook  of  Nature. 

Cockburn’s  Review. 

Collection  of  Memorials. 

Colley’s  Apology  for  Silent  Waiting. 

Comb’s  Moral  Philosophy. 

Comley’s  Reader. 

Speller. 

Consideration  on  the  use  of  the  Production  of  Slavery. 

Cowper’s  Task. 

Crisp,  Stephen,  Epistle  concerning  the  Present  and  Succeeding  Times. 
Crook,  John,  (No  work  mentioned). 

Daboll’s  Arithmetic. 

Daughters  of  Britain. 

Davis,  Richard,  “Life”  and  “Journal.” 

Dell,  William,  “Small  books  wrote  by.” 

Discipline  books. 

Distinction  of  Jerusalem. 

Doctrines  of  Baptism. 

Douglass,  F.,  Narrative. 

Drunkard’s  Looking  Glass. 

Dymond’s  Essays. 

Early  Impressions. 

Edmonson’s  Journal. 

Emblem  of  Nature. 

Epistles  addressed  to  the  Youth  of  Norwich. 

Evans’  Journal. 

Exhortation  to  the  Inhabitants  of  South  Carolina. 

Experienced  Living,  The. 

Extracts  from  Pennington. 

Farmer’s  Instruction. 

Fay,  Samuel,  and  Shipway,  Ann,  Short  Account  of. 

Fenelon’s  Pious  Reflection — Faithfulness  in  Little  Things. 

Floral  Emblems. 

Flowers  for  Children. 

Follen,  G.  L.  Facts  and  Considerations  relating  to  War,  Hymns,  Songs,  and 
Fables. 

Follen,  Ruth,  Memoirs. 

Fox,  G.,  Works — Journal. 

Friends’  Family. 

Friends’  Miscellany. 

Fruits  of  Solitude. 


338 


Quaker  Education  in  New  Jersey 


Fuller’s  Catechism  and  “Writings.” 

Geography,  Modern. 

Gleanor,  The. 

Gough’s  History. 

Griscom,  Animal  Magnetism  and  Physiology. 

Grover,  William,  Selections. 

Grub,  Sarah,  Journal. 

Hall,  D.,  Compassionate  Call  to  such  as  have  gone  out  from  the  Unity  of 
Friends. 

Haldane,  Catherine,  Life  of. 

Heaven,  The  way  to. 

Heavenly  Pilot. 

Hersey’s  Treatise. 

Hicks’,  Sermons. 

History  of  Mary  Watson  and  Jane  Mortimer. 

Holmes,  B.  Serious  Call  in  Christian  Love. 

“Books.” 

Hour  I  live  in,  The. 

Hymns.  (Sent  gratuitously  for  use  of  the  Sunday  School  of  Woodbury.) 
Imitations  of  Christ. 

Improving  Stories  for  the  Young. 

Indian’s  Speech  in  Answer  to  a  Sermon. 

Janney’s  Life  of  Penn. 

Conversation. 

Jefferies,  John,  Serious  Address  to  the  Church  of  England. 

Judge,  Hugh  (No  work  named). 

Kersey’s  Narrative. 

Knapp’s  Female  Biography. 

Letters  from  a  man  of  color. 

Literatus,  Ancient  and  Modern,  by  the  Author  of  Peter  Parley. 

Little  Jane. 

Little  Sins. 

London  Epistles. 

McDonnell,  Memoirs. 

Mentor,  The. 

Michener’s  Retrospect  of  Quakerism, 

“Missalaneys.” 

Mite  in  the  Treasury,  A. 

Mothers  of  England. 

Music,  Essay  on. 

Narrative  of  Peter  and  John  Hay. 

Nature  and  Efficacy  of  the  Cross  of  Christ. 

Natural  History,  A. 

Natural  History  of  Animals. 

Naturalist  on  Books. 

New  England  Judged. 

Ocean  Work. 

On  Prayer. 

Pamphlets,  collected  by  A.  Benezet. 

Pamphlets  of  Memorials. 

Pamphlet  on  Scripture  Help. 

Parley’s  Columbus  and  Tales  about  Africa. 

Parlor  Book,  The. 

Paul,  Marco,  Adventure  in  Maine. 

Peace  and  War. 

Penn,  William,  No  Cross  No  Crown. 

Rise  and  Progress  of  Quakers. 

“Writings.” 


Curriculum  and  Textbooks 


339 


Penn,  Barclay  and  Pike.  Treatises  on  Fundamental  Principles  and  Doctrines 
of  the  People  Called  Quakers. 

Pennington,  Isaac,  Memoirs  . 

Works — Select  Essays 
Penny  Magazine  (“nearly  torn  up”). 

People  of  Color,  Testimonies  and  views  on  improving. 

Phillips,  Catherine,  Memoirs. 

Phipps,  Original  and  Present  State  of  Man. 

On  Christian  Baptism 
Piety  Promoted. 

Power  of  Religion. 

Present  for  Children  at  School,  A. 

Price,  Phillip  and  Rachel,  Memoirs  of. 

Primitive  Christianity. 

Proceedings  of  the  Joint  Committee. 

Reason  for  the  necessity  of  Silent  Waiting. 

Recket’s  and  Gough’s  Journal. 

Reflections  on  Christian  Temper  and  Character. 

Religious  Duties. 

Religious  Tracts  for  the  Descendants  of  Africa. 

Richardson,  John,  Journal. 

Life  of. 

Rush,  Extracts  from  his  Enquiry  into  the  effects  of  Ardent  Spirits. 

Rutty,  Thomas,  Rise  and  Progress  of  Friends  in  Ireland. 

School  of  Good  Manners. 

Scott,  Job,  Journal. 

Scott,  Samuel,  Diary. 

Select  Anecdotes. 

Seneca  Indians,  A  pamphlet  on. 

Seneca  Indians,  Further  illustration  of  case  of. 

Sewell’s  History  of  the  Quakers. 

Shot  well,  Mary,  Some  expressions  of. 

Slavery,  Address  on,  to  the  Society  of  Friends. 

Smith,  Martha,  Letters. 

Spirits,  address  to  Public  on  the  use  of  ardent. 

Spaulding,  John,  Convincement. 

Stanton,  Daniel,  Journal. 

Striking  instance  of  influence  of  Divine  Grace  on  the  mind. 

Sumner’s  Oration. 

Teacher’s  Gift. 

The  Great  Audit. 

The  two  Lambs. 

Thoughts  on  ye  importance  of  Religion. 

Time  and  Eternity. 

True  way  of  Turning  to  God. 

Turford,  Hugh,  Grounds  of  a  Holy  Life. 

Twilight  Conversation. 

Union  Questions. 

Universality  and  Efficacy  of  Divine  Grace. 

Vindication  of  the  Religious  Society  Called  Quakers. 

Well  Spent  Day. 

West,  Moses  “Books,” 

Witty,  G.,  Farewell  Address. 

Wood,  Margaret,  Journal. 

Wooman,  J.,  Works. 

Yearly  Meeting  Extracts. 

Young  Chemist. 

Youthful  Piety. 


CHAPTER  XII 


SCHOOL  SUPPORT 

A  people  has  as  good  schools  as  it  is  willing  to  support.  The 
difficulty  of  securing  good  teachers  is  often  incident  to  the  fact 
that  they  are  not  well  paid.  This  fact  was  early  realized  in  the 
Quaker  schools  of  New  Jersey,  but  for  a  long  time  no  decided 
efforts  were  made  to  secure  more  certain  and  larger  salaries.  The 
uncertainty  of  pay  (in  full)  was  often  as  strong  a  deterrant  to  the 
teacher’s  enthusiasm  as  the  small  salary  itself. 

During  the  latter  part  of  the  eighteenth  century  a  movement 
was  set  afoot  to  secure  more  unified  action  in  the  financial  affairs 
of  schools.  Advices  of  general  nature  were  first  sent  by  the 
Yearly  Meeting  to  the  lower  ones;  these  advices  gradually  became 
more  definite  in  character  and  specific  plans  for  school  foundations 
were  drawn  up. 

During  the  entire  period  covered  by  this  study  the  support  of 
schools  was  accomplished  by  some  of  the  following  methods,  or 
variations  of  them:  (i)  subscriptions,  (2)  money  distributed  from 
central  stocks,  (3)  legacies  and  donations,  (4)  portion  of  state 
school  fund  received,  (5)  fees,  (6)  loans,  usually  arranged  for  in 
case  of  urgent  need,  and  for  a  short  period,  and  (7)  income  from 
investments.  Some  space  will  be  devoted  to  each  of  these  methods 
in  the  above  order.  Little,  however,  need  be  said  of  some  of  them 
as  they  are  self-explanatory.  The  legacy  or  donation  depended 
on  the  generosity  of  an  individual,  largely;  fees  or  rates  were  a 
commonly  accepted  mode  of  support  at  that  time ;  and  loans  were 
accomplished  then  as  now,  only  in  case  of  emergency,  and  with 
more  or  less  difficulty.  These  three  methods  fail  to  show  any 
growth  of  united  action  or  conviction  on  the  part  of  the  religious 
body  with  regard  to  education.  In  the  establishment  of  perma¬ 
nent  funds  by  subscription,  however,  may  be  seen  a  crystallized 
sentiment  favoring  schools  of  enduring  character. 

In  1750  the  Philadelphia  Yearly  Meeting  advised  that 

.  .  .the  most  likely  means  to  induce  such  persons  (i.  e.  of  moral  character, 

340 


School  Support 


34i 


and  sufficient  erudition)  to  undertake  the  business  will  be  to  have  some 
certain  income  fixed,  in  consideration  of  which  they  should  be  obliged  to 
teach  so  many  children  on  behalf  of  each  monthly  meeting,  as  said  monthly 
meeting  might  judge  adequate  to  the  salary  and  that  no  person  should  re¬ 
ceive  the  benefit  of  the  salary  without  the  appointment  of  the  said  meeting.1 

The  above  was  transmitted  to  the  various  meetings  but  no  school 
funds  of  this  character  were  then  established.  Such  advice  was 
repeated  often  in  the  next  twenty-five  years,  until  the  committee 
on  education  in  1777,  with  Anthony  Benezet’s  influence,  urged  still 
more  strongly  that  action  be  taken.  The  concern  for  education 
which  followed  1777  is  reflected  in  the  many  provisions  made  by 
meetings  for  establishing  schools  with  permanent  funds  so  that  the 
poor  might  be  educated  free  of  cost,  the  master  well  paid, 
and  supplied  with  such  comforts  of  life  that  he  would  be  induced 
to  render  a  longer  term  of  service.  The  efforts  of  some  of  these 
meetings  will  be  presented  here  as  briefly  as  possible.  As  space 
does  not  allow  presentation  of  the  steps  taken  by  all  meetings  to 
establish  funds,  it  may  be  stated  that  between  17 80  and  1800  efforts 
were  made  in  almost  all  Quaker  communities  to  establish  such 
funds.  Some  of  these  were  monthly  meeting  school  funds,  others 
were  distinctly  under  the  preparative  meetings.  Exception  should 
be  made  of  Great  Egg  Harbor  and  Little  Egg  Harbor,  where,  it 
seems,  practically  no  efforts  were  put  forth  at  this  early  time. 
The  educational  efforts  and  accomplishments  of  the  various  meet¬ 
ings,  however,  are  presented  in  other  chapters2  though  without 
particular  attention  to  support  of  schools,  and  will  not  be  necessary 
here. 

In  1790  Salem  Monthly  Meeting  received  the  report  of  a  special 
committee  on  the  advisability  of  creating  a  school  fund  according 
to  the  plan  offered  by  the  Yearly  Meeting.  They  reported  they 
“had  not  seen  their  way  clear  to  adopt  the  recommended  plan  ...” 
and  were  continued  to  report  to  a  future  meeting.3  About  a  year 
thereafter,  “a  plan  for  raising  a  fund  for  shooling  poor  children” 
was  proposed,  and  adopted  by  the  meeting,  in  these  terms: 

1st.  That  nine  Trustees  and  a  Treasurer  be  annually  appointed  to  have  the 
care  and  management  of  the  said  fund,  who  are  to  be  called  and  known  by  the 
name  of  the  Trustees  and  Treasurer  of  the  School  Fund  of  the  Monthly  Meet- 

lM's.  Advices,  250.  2See  chapters  Three,  Four,  Five  and  Six. 

3Min.  Salem  Mo.  Mtg.,  30/VIII/1790. 


342  Quaker  Education  in  New  Jersey 

ing  of  Salem  and  are  now  appointed  Trustees  and  Treasurer  for  the  ensuing 
year. 

2nd.  Bills  or  notes  to  be  taken  for  the  money  subscribed  in  the  name  of  the 
Treasurer  of  the  school  fund  of  the  Monthly  Meeting  of  Salem  for  the  time 
being  at  six  percent,  interest,  the  principal  not  to  be  called  for  during  the  sub¬ 
scriber’s  lifetime  and  residence  in  this  Monthly  Meeting,  but  may  at  any  time 
be  paid. 

3rd.  The  Treasurer  shall  provide  a  book  wherein  he  shall  enter  a  list  of 
said  bills  or  notes,  children’s  names,  schooled  out  of  the  said  fund,  with  full 
and  clear  entries  of  all  moneys  received  and  expended,  etc. 

4th.  The  interest  arising  shall  be  strictly  applied  to  the  schooling  poor 
children  and  to  no  other  purpose  but  by  direction  of  the  Monthly  Meeting  to 
be  drawn  by  an  order  from  the  Trustees  or  a  majority  of  them  who  are  en¬ 
joined  to  meet  every  three  months  or  oftener  as  they  may  find  occasion. 

5th.  The  treasurer  and  trustees  shall  lay  their  accounts  and  proceedings 
before  the  Monthly  Meeting  in  the  fifth  month  annually  or  a  committee  ap¬ 
pointed  for  that  purpose,  and  the  appointment  of  Trustees  and  Treasurer 
shall  be  in  the  sixth  month  following,  and  the  interest  always  paid  in  the 
first  month  yearly. 

6th.  The  Treasurer  shall  call  in  all  sums  falling  into  the  hands  of  Executors 
or  Administrators,  and  such  who  remove  their  residence  to  another  Monthly 
Meeting,  and  put  that,  or  other  parts  of  the  principal  as  may  be  paid  in,  out 
again  in  safe  hands  by  the  advice  and  direction  of  the  Trustees  or  a  majority 
of  them. 

7th.  No  part  of  the  principal  shall  at  any  time  be  made  use  of  except  by 
direction  of  the  Monthly  Meeting  for  the  purpose  of  raising  an  annuity.4 

In  1794,  due  to  the  division  in  Salem  Monthly  Meeting,  it  was 
agreed  that  six  trustees  would  be  sufficient  in  the  future.  In  1796 
the  treasurer  reported  that  £  6/8/6  had  been  expended  for  school¬ 
ing  poor  children.  “Poor  children”  seems  at  all  times  to  have  in¬ 
cluded  black  as  well  as  white  ones;  occasionally  it  is  stated,  as  for 
example  in  1798,  that  a  certain  sum  was  spent  for  schooling  black 
children.5  Likewise  in  1801,  £  14/4/10  was  expended  “in  school¬ 
ing  poor  white  and  black  children.”6  The  sums  thus  spent  varied 
from  year  to  year.  This  may  be  seen  from  the  following  table, 
made  up  from  minutes  of  the  monthly  meeting  for  the  years  men¬ 
tioned.  It  is  understood  the  fund  is  still  in  existence. 

Date.  Spent  for  Schooling  poor  Children  Amt.  of  Fund. 

1804  £22/3/9  remains  £37/1/6 

1810  £27/3/9  “  32/o/6 


4Ibid.,  31/X/1791. 
6 Ibid .,  25/V/1801. 


hIbid.,  28/V/1798;  16/4  was  spent  on  one  child. 


School  Support 


343 


1813 

$42.61 

$663.76 

1815 

27.63K 

656.67 

1816 

37-46 

771-85 

1817 

40.33K 

771.70 

1822 

40.66 

779-65 

1823 

52.75 

820.26 

1824 

84.23 

818.90 

1825 

99.90 

862.91 

1826 

104.24 

843.86 

1829 

861.92 

1832 

934.48/T 

1833 

4-87  H 

to  erect  house  300.50 

842.36 

1850 

30.00  (to  teacher  of  colored  school) 

1852 

30.00 

(ditto) 

1854 

79-33^ 

1855 

61.42 

The  following  report  of  the  trustees  of  the  fund  in  1854  will  give 
a  fair  idea  of  their  financial  concerns. 


Since  our  last  statement  was  presented  we  have 
received  of  interest  $84.80 

Rent  from  farm  due  25th*3rd  month  1853  60.00 


Amounting  to  $144.80 

And  have  expended  in  payment  of  school  bills  (Not  con¬ 
fined  to  Friends  children)  $79-33# 

For  materials  for  fencing  on  farm  12.90 

Balance  due  our  Treasurer,  last  report.  1.06 

Amounting  together  to  -  93-29# 

Leaving  a  balance  in  our  treasury  (3rd  month,  25th)  - 

of  $51-50# 

The  farm  is  again  rented  for  $60.00,  and  the  amount  of  the  fund  from  which: 
our  income  is  derived  is  $700.00,  of  this  $200  has  recently  been  paid  in  which- 
it  is  desirable  again  to  place  at  interest.7 

In  the  case  of  Salem  it  was  customary  to  have  a  report  of  the 
school  trustees  each  year.  These  reports  almost  invariably  dealt 
with  finance,  more  than  the  actual  activities  or  progress  of  schools 
in  which  they  were  concerned.  After  making  their  annual  report 
the  committeee  was  usually  released  and  a  new  one  appointed  for 
the  succeeding  year.  This  custom  was  followed  fairly  closely  in 


7 Ibid .,  29/III/1854. 


344  Quaker  Education  in  New  Jersey 

other  meetings,  though  some  give  greater  attention  to  the  school 
itself. 

In  1790  Haddonfield  Quarterly  Meeting  drew  up  a  plan  for  rais¬ 
ing  funds,  according  to  that  proposed  by  the  Yearly  Meeting,  and 
similar  in  some  respects  to  that  of  Salem  quoted  above.  The  full 
text  of  Haddonfield’s  plan  is  given  in  Chapter  Six.8  In  1791,  they 
stated  there  is  “a  fund  established  in  this  meeting  the  income  where¬ 
of  to  be  applied  to  the  care  of  poor  white  and  black  children,  and 
some  attention  paid  to  the  schooling  such  children  .  .  .”9  By  1798 
the  value  of  this  fund  had  risen  to  £  239 /18  /o,  plus  £5/7  //J,  the 
interest  in  the  hands  of  the  treasurer.10  In  1800  the  total  value 
was  £  700/0 / 1.11 

In  1803  the  school  treasurer  spent  £36  /8  /4  for  books  and  school¬ 
ing  poor  children,  while  in  1814,  $155.75  was  spent  for  “schooling 
poor  white  and  black  children.”12  In  1837  the  fund  schooled  18 
children,  most  of  them  for  six  months.  None  of  these  were  mem¬ 
bers  of  the  society.13  In  1841,  $198.30  was  expended  for  education 
of  poor  without  the  circle  of  membership.14  Though  never  as 
large  as  some  of  the  funds,  it  was  very  considerable  for  the  time. 
In  1855,  without  the  difficulty  of  a  loan,  the  trustees  paid  $1,781.41 
for  building  a  dwelling  house  for  the  teacher,  and  expended  $78.49 
for  the  regular  schooling  of  the  poor.15 

A  preparative  meeting  school  fund  was  begun  at  East  Branch  in 
1800,  when  Wm.  Satterthwaite,  Jr.,  Elijah  Field  and  Samuel 
Craft  were  appointed  to  “prepare  an  instrument  in  writing  for  the 
regulation  of  said  fund”  and  asked  to  report  to  next  meeting.16 
Two  months  thereafter,  the  instrument  was  produced,  read  and 
agreed  to,  and  Samuel  Craft  made  treasurer  to  “collect  and  dispose 
of  all  the  moneys  given  or  in  any  wise  belonging  to  this  fund,  as 
he  may  be  directed  by  a  majority  of  the  trustees.”  Other  trustees 
were  named  and  directed 

to  keep  fair  minutes  of  all  their  proceedings  in  a  book  provided  for  that  purpose 
which  those  now  appointed  shall  procure  and  they  shall  report  to  this  meeting 
from  time  to  time  as  occasion  may  require  and  whenever  it  shall  appear  to  this 

8Page  167.  9Min.  Haddonfield  Mo.  Mtg.,  12/IX/1791;  see  p.  168. 
10Ibid.,  1 2/III/1 798.  11  Ibid.,  13/I/1800. 

nIbid.,  14/II/1803  and  14/II/1 8 14.  nIbid.,  13/II/1837. 

uIbid.,  8/11/ 1 84 1 .  xhIbid.,  12/II/1855. 

16Min,  East  Branch  Prep.  Mtg.,  27/VIII/1800. 


School  Support 


345 


meeting  necessary  for  to  appoint  either  Treasurer  or  Trustees  or  both,  those 
already  appointed  shall  deliver  up  all  the  moneys  that  they  have  in  hand, 
together  with  all  the  books,  parchment,  and  papers  in  any  wise  belonging  to  this 
institution  to  their  successors  in  office  which  successors  shall  observe  and  attend 
in  all  their  proceedings  to  what  is  here  prescribed.17 

The  instrument  above  mentioned  was  drawn  on  parchment  and 
subscriptions  to  the  amount  of  £  68/15  /0  were  entered  thereon 
by  the  end  of  1800.  As  elsewhere  mentioned  cooperation  among 
the  meetings  was  strongly  emphasized.  Accordingly,  since  East 
Branch  had  earlier  contributed  to  a  school  fund  at  Chesterfield, 
they  now  requested  help  from  that  meeting  in  particular,  a  com¬ 
mittee  being  named  to  suggest  to  them  “whether  it  might  not  be 
right  for  them  in  some  way  to  contribute  something  towards  ad¬ 
vancing  ours  at  this  place  .  .  .”18  Chesterfield  replied  by  naming  a 
committee  “to  endeavor  to  receive  subscriptions  from  their  mem¬ 
bers  ...”  and  these  subscriptions  were  entered  on  the  back  of  the 
parchment  noted  above,  under  the  following  statement : 

We  the  subscribers,  members  of  Chesterfield  Preparative  Meeting  in  New 
Jersey,  do  hereby  severally  for  ourselves,  and  our  heirs,  promise  to  pay  on 
demand  and  in  specie  unto  Samuel  Craft,  Treasurer  of  Friends  School  Fund 
at  the  Preparative  Meeting  called  Robins,  or  to  his  successor  or  successors  in 
office,  the  sum  of  money  severally  by  us  subscribed  against  our  names  with 
interest  therefore  after  the  rate  of  five  pounds  for  the  hundred  by  the  year, 
which  money  so  subscribed  by  us  shall  be  deemed  to  be  a  part  of  the  within 
school  fund,  for  to  be  disposed  of  by  the  Trustees  of  the  said  fund  in  the  way 
and  for  the  purposes  therein  expressed  and  not  otherwise.19 

A  new  subscription  was  agreed  upon  in  1804.  By  1810  the  fund 
amounted  to  $550.11;  in  1823,  $683.40;  1826,  $771.17,  “of  which 
sum  there  is  of  permanent  stock  $493.29,  leaving  the  neat  sum  of 
interest  accrued  to  stock  of  $277.88;”  1830,  $870.60;  and  in  1833, 
$911. 65.20 

Upper  Springfield  Preparative  Meeting  in  1792  undertook  the 
establishment  of  a  fund  as  follows: 

The  promotion  of  a  permanent  fund  for  the  use  of  Friends  school  at  this 
place  agreeable  to  the  repeated  and  pressing  advices  of  the  Yearly  Meeting  on 
a  solid  foundation,  coming  now  before  this  meeting,  and  the  sentiment  of 

17Ibid.,  29/X/1800.  lsIbid.,  27/V/1801.  10Ibid.,  26/VIII/1801. 

20 Ibid.,  for  the  dates  mentioned;  Minutes  of  the  trustees  of  East  Branch 
School  from  1819  to  1838,  are  extant — deposited  at  142  N.  16th  Street,  Phila¬ 
delphia;  in  1849  the  fund  amounted  to  $1,277.07,  Min.  Chesterfield  Mo. 
Mtg.,  8/V/1849. 


34-6 


Quaker  Education  in  New  Jersey 


divers  Friends  being  had  thereon,  it  is  agreed  that  the  Clerk  of  this  meeting 
procure  a  subscription  (drawn  on  parchment)  for  that  purpose,  and  produce  it 
at  our  next  Preparative  Meeting,  the  expense  thereof  to  be  paid  out  of  this 
meeting’s  stock.21 

In  1793  a  further  minute  stated: 

A  subscription  drawn  on  parchment  for  the  purpose  of  establishing  a  perma¬ 
nent  fund  for  the  support  or  benefit  of  the  school  at  this  place  being  produced 
at  a  former  meeting  was  subscribed  to  by  a  few  Friends,  but  was  not  dated  at 
that  time;  the  meeting  now  thinks  it  best  and  unites  that  the  said  sub¬ 
scription  be  dated  on  this  day — (to  wit,  the  sixteenth  of  the  first  month,  one 
thousand  seven  hundred  and  ninety-three.)22 

The  fund  at  Upper  Springfield  outdid  most  of  the  preparative 
meeting  funds  and  many  of  those  established  by  monthly  meetings. 
In  1835  a  report  stated  that  the  total  value  of  it  was  $3,196.02, 
mostly  invested  in  bonds  and  mortgages.23 

Chesterfield  minutes  of  1793  informed  that  a  fund  of  “several 
hundred  pounds”  was  made  up,  and  Joseph  Lawrie  and  Wm. 
Abbott  were  appointed  to  receive  the  subscriptions  as  well  as  the 
central  stock  distributed  to  them  by  the  quarterly  meeting  for 
the  purposes  of  education.24  In  connection  with  their  fund,  the 
following  memorandum  of  the  account  of  Robert  White  is  interest¬ 


ing,  showing  as  it  does  the  uselessness  of  paper: 

1796  Dr.  Robert  White — in  account  1796-1803. 

£  S  D 

10th  mo.  1 8th,  To  his  subscription  to  the  School  Fund  25  00 

10th  mo.  1 8th 

1800  To  three  years  interest  due,  5th  mo.  14th,  1800  3150 

10th  mo.  18th,  1801  To  one  year’s  interest  on  his  subscription  1  50 

10th  mo.  1 8th,  1802  “  150 

10th  mo.  1 8th,  1803  “  150 

10th  mo.  1 8th,  “  150 


£  33  15  °2* 

By  1828  the  fund  at  Chesterfield  Preparative  Meeting  amounted 
to  $3655-38;  1829,  $3841.97;  1830,  $4036.26;  1832,  $4116.18; 

1839,  $5316.37^;  and  in  1841,  $5521. 59-26 

21Min.  U.  S.  Prep.  Mtg.,  18/VII/1792.  22Ibid.,  1793. 

23Minutes  Trustees  of  U.  S.  Friends’  School,  29/X/1835. 

24Min.  Chesterfield  Mo.  Mtg.,  7/V/1793. 

25Loose  papers  in  volume  “D”  of  original  Ms.  Minutes  of  Chesterfield, 
on  Trenton  Meeting  House,  Trenton,  N.  J. 

26Min.  Chesterfield  Prep.  Mtg.,  for  the  years  named. 


School  Support 


347 


Evesham  Monthly  Meeting  in  1790  adopted  the  plan  proposed 
by  Haddonfield  Quarterly  Meeting,  referred  to  above.27 

Pilesgrove  Monthly  Meeting  drew  up  a  plan  for  raising  an  edu¬ 
cational  fund  in  1794. 28  According  to  the  following  minute, 

John  Barnes,  Samuel  Ogden,  Elihu  Pedrick,  Benjamin  Moore,  and  Isaac 
Eldridge  (were)  appointed  trustees  of  the  school  fund  and  Jacob  Davis  Treas¬ 
urer  thereof.29 

The  fund  was  valued  at  $341.32  in  1819,  and  continued  to  be  small. 
The  success  of  the  school,  however,  was  assured  by  the  large  gift 
of  David  Bacon30  which  was  used  to  found  the  “Bacon  Academy.” 

In  1783  the  Monthly  Meeting  at  Woodbridge  proposed  the  rais¬ 
ing  of  a  fund  for  a  school  at  Rahway.31  Many  other  cases  might 
be  cited  here,  but  would  be  superfluous  for  our  purpose.  A  suffi¬ 
cient  number  of  localities  have  been  mentioned  to  indicate  the  very 
general  sweep  of  the  movement,  the  unity  of  purpose,  the  manner 
in  which  funds  were  established,  and  the  service  they  rendered. 

The  foregoing  pages  refer  to  the  individual  efforts  made  by  local 
meetings  to  establish  funds  for  the  support  of  schools  in  their 
midst.  Another  phase  of  school  support  by  subscription  should  also 
be  touched  upon,  though  the  school  in  question  was  not  located 
in  New  Jersey.  It  did,  however,  provide  educational  opportuni¬ 
ties  for  many  of  New  Jersey’s  citizens,  after  1799. 

The  school  at  Westtown,  Pennsylvania,  was  established  in  1799, 
after  a  long  campaign  in  its  favor,  by  the  leadership  of  the  Y early 
Meeting  and  the  loyal  cooperation  of  all  lower  units.  This  support 
of  a  central  school  is  evidence  of  a  greater  unity  of  activity  that 
had  been  developing  during  the  last  half  of  the  eighteenth  century. 
The  occasions  when  support  of  the  Westtown  school  was  urged 
most  strongly  on  the  lower  meetings  were  (1)  just  prior  to  the 
school’s  establishment,  (2)  about  1800,  when  an  effort  was  made 
to  clear  off  a  debt  of  $4000,  (3)  about  1812,  in  order  to  increase  the 
pay  of  teachers  and,  again  for  the  same  purpose  in  1834,  and  (4) 
at  times  when  special  obligations  had  to  be  incurred  in  order  to 
provide  buildings  adequate  to  the  needs  of  schools  and  masters, 
such  as  in  1850.  In  an  examination  of  the  available  records  of  all 

27For  a  description  of  school  development  in  Evesham  Mo.  Mtg.,  see  Chap¬ 
ter  Six,  p.  1 8 1 ;  see  also  Min.  Evesham  Mo.  Altg.,  9/VII/1790. 

28For  text  of  this  plan  see  page  152. 

29Min.  Pilesgrove  Mo.  Mtg.,  20/XI/1794.  3bSee  page  155.  31p.  46. 


348 


Quaker  Education  in  New  Jersey 


meetings  in  New  Jersey  no  case  was  found  in  which  the  meeting 
failed  to  raise  money  to  assist  the  new  central  school.  Some 
meetings  that  had  no  local  school  directly  under  their  charge,  paid 
the  quota  assigned  them  by  superior  meetings  to  secure  the  welfare 
of  one  at  a  distance.  Yet  there  was  no  compulsion  used  to  secure 
the  cooperation  of  members.  The  minute  concerning  the  collec¬ 
tion  of  money  for  the  purpose  was  usually  stated  “  ...  to  receive 
subscriptions  from  such  of  our  members  as  feel  disposed  to  con¬ 
tribute  thereto  .  .  .”32  or  “to  open  subscription  papers  for  that 
purpose  and  offer  to  the  members  generally.”33  , 

Haddonfield’s  minute  on  the  subject  in  1797,  gives  a  fair  picture 
of  the  cooperative  spirit  with  which  they  entered  upon  the  under¬ 
taking  : 

Divers  friends  of  the  committee  appointed  by  our  last  Quarterly  Meeting  to 
unite  with  and  afford  assistance  to  the  Monthly  Meetings,  on  the  subject  of  the 
Boarding  School  as  recommended  by  the  Yearly  Meeting,  attended  this  meet¬ 
ing  and  the  subject  being  now  opened,  the  Minutes  of  the  Yearly  Meeting  and 
report  of  the  committee  to  that  Meeting  read,  it  is  recommended  to  the  Prepara¬ 
tive  Meetings  to  open  a  subscription  to  forward  the  design  of  the  instituting  of 
a  boarding  school;  and  that  they  produce  their  subscriptions  to  this  meeting.34 

A  few  months  later  Haddonfield  Preparative  had  raised 
£  39/18/9,  while  Newton  Preparative  contributed  £  15. 35 

Funds  from  Central  “Stock” 

The  use  of  “stocks,”  established  for  particular  purposes,  was 
early  recommended  by  George  Fox  and  became  a  regular  practice 
of  the  religious  society.  Thus  there  were  stocks  or  funds  for  the 
relief  of  the  poor,  relief  of  the  Negroes,  relief  of  Indians,  for  putting 
out  apprentices,  and  so  on.  The  funds  might  be  either  central  or 
local,  or  both.  Thus,  a  local  meeting  had  a  stock  for  the  poor, 
but  it  also  contributed  towards  a  “general  stock.”  This  “general” 
or  central  stock  might  be  used  to  relieve  a  situation  which  a  local 
meeting  was  not  able  to  meet.  As  a  rule  the  support  of  schools 
was  by  local  funds,  as  has  been  seen  in  the  foregoing  pages.  There 
were,  however,  central  funds  made  up  for  special  purposes,  for  in¬ 
stance  creating  the  Boarding  School  at  Westtown,  and  to  this 


32Min.  U.  S.  Mo.  Mtg.,  7/XII/1796.  33Ibid.,  6/VII/1803. 
34Min.  Haddonfield  Mo.  Mtg.,  9/I/1797.  3bIbid.,  n/IX/1797. 

36Min,  Burlington  School  Committee,  1792. 


School  Support 


349 


central  fund  all  meetings  contributed.  Again,  there  were  cases  in 
which  surplus  funds  were  divided  by  the  superior  meeting  and 
distributed  for  a  particular  purpose  to  those  of  lesser  rank,  as  the 
following  extracts  illustrate.  In  1792,  Burlington  stated: 

Please  to  pay  to  the  Monthly  Meeting  of  Upper  Springfield  seventy-one 
pounds,  seven  shillings  and  three  pence  x/2  being  the  said  meeting’s  share  of  the 
surplus  of  the  stock  to  be  distributed  for  the  use  of  schools  in  the  several 
Preparative  Meetings  where  funds  are  or  may  be  established  agreeable  to  the 
direction  of  the  Quarterly  Meeting.  Signed  on  behalf  of  committee.  .  .  36 

Later  the  same  meeting,  through  its  school  committee  informed : 

Please  to  pay  to  the  monthly  meeting  of  Little  Egg  Harbor  nineteen  pounds, 
thirteen  shillings  and  nine  pence,  it  being  their  quota  of  the  surplus  of  the 
stock  of  the  Quarterly  Meeting  for  the  express  purpose  of  promoting  schools 
by  the  establishment  of  funds  within  the  same  Monthly  Meeting.37 

Chesterfield,  in  the  following  minute,  acknowledged  receipt  of 
her  part  of  the  fund  distributed: 

The  Friends  appointed  to  receive  this  meeting’s  quota  arizen  from  the 
Quarterly  Meeting’s  stock  for  the  use  of  the  fund  of  Friend’s  schools  to  the 
amount  of  £  63.  .  19.  .  8K  reported  they  have  received  it.38 

Likewise,  Upper  Springfield  in  the  same  year: 

Upper  Springfield  Preparative  Meeting  received  20/16/3L2  as  their  part  of 
a  division  made  by  Burlington  Quarterly  Meeting,  this  sum  was  directed  to  be 
added  to  their  subscription  for  the  schools.39 

The  distribution  to  which  these  minutes  of  meetings  of  Burling¬ 
ton  Quarter  refer  was  rather  unusual, — certainly  not  a  general 
practise  at  that  time.  In  the  late  19th  century,  however,  with  a 
still  greater  degree  of  centralization,  a  central  educational  fund, 
and  a  central  educational  committee,  the  expenditures  made  for 
local  schools  by  the  Yearly  Meeting  were  more  common,  and  some 
schools  could  not  have  operated  without  this  assistance.  Thus, 
for  example,  Woolwich  Preparative  Meeting,  in  1876  received  $200 
from  the  central  source  for  the  use  of  their  school;  that  amount 
was  to  be  used  for  salaries,  books,  furniture,  and  building.40 

The  expenditures  of  the  central  authorities  in  charge  of  education 
in  Philadelphia  Yearly  Meeting,  in  both  branches  of  the  society, 
amounted  to  $2,587.99  in  1890. 41 

s7Ibid.,  1794.  38Min.  Chesterfield  Mo.  Mtg.,  6/VIII/1793. 

39Min.  U.  S.  Prep.  Mtg.,  20/III/1793. 

40From  a  loose  leaf  report  of  the  Treasurer  of  Woolwich  School  Committee, 
in  the  minute  books  of  the  Preparative  Meeting,  15/IV/1880. 

41Yearly  Meeting  Extracts,  Orthodox  and  Hicksite. 


Quaker  Education  in  New  Jersey 
Legacies  and  Donations 


3  5o 


Individual  philanthropy  was  strongly  encouraged  among  the 
members  of  the  early  society  of  Friends,  and  one  of  the  objects 
of  it  was  education.  Friends  were,  from  the  beginning  of  their 
organization,  urged  to  make  the  proper  disposition  of  their  proper¬ 
ty  during  days  of  health  and  to  “lend  to  the  Lord,  who  will  repay.” 
Following  this  injunction  we  are  not  surprised  to  find  numerous 
bequests,  some  large  for  the  times,  some  small,  made  for  the 
benefit  of  the  schools,  the  poor,  Indians,  and  Negroes.  The  follow¬ 
ing  extract  is  representative  of  the  meeting’s  warning  to  those 
who  are  rich,  that  they  do  good  with  their  wealth: 

Warn  those  that  are  rich  in  this  world  that  they  apply  not  the  blessings  of 
God  to  the  indulging  their  appetites  in  pleasure  and  vanity;  but  that  they  be 
ready  to  do  good,  and  to  communicate  to  the  relief  of  those  who  are  in  necessity. 
The  principal,  if  not  only,  satisfaction  a  man  of  truly  Christian  disposition 
can  have,  in  affluence,  and  the  increase  of  the  things  of  this  world,  must  arise 
from  the  greater  advantages  and  opportunities  put  into  his  hands  of  doing 
good  therewith.  But,  alas,  it  is  most  melancholy  to  observe,  that  the  very 
superfluities  of  apparel  of  one  person  might  sometimes  be  sufficient  to  cloathe 
the  nakedness  of  several  fellow  creatures.42 

To  keep  before  the  minds  of  members  the  propriety  of  disposing 
of  property,  the  following  query  was  early  adopted: 

Are  Friends  careful  to  settle  their  affairs  and  make  their  wills  in  time  of  health?43 

Pursuing  the  advices  so  often  given,  many  members  disposed  of 
part  of  their  goods  for  the  support  of  schools.  The  following  ex¬ 
tracts  are  representative  of  the  various  bequests  made  for  that 
purpose. 

In  1791,  the  sum  of  £  20,  bequeathed  by  Ann  Tomlinson  “to 
any  purpose  desired  by  the  Meeting,”  was  added  to  the  fund  for 
“schooling  poor  Friends’  children.”44  Six  years  later,  the  will  of 
Sarah  Hopkins  being  read,  it  was  found  that  she  gave  “  .  .  .  fifty 
pounds  to  be  put  into  the  fund  of  Haddonfield  Meeting  for  the 
purpose  of  schooling  poor  children  ...”  and  the  treasurer  was  di¬ 
rected  to  receive  it.45  Similarly,  a  minute  of  the  same  meeting, 

42Epistles  of  London  Yearly  Mtg.,  1681-1817.  (1818),  253. 

43Michener:  Retrospect ,  256;  from  the  list  of  queries  approved  in  1743. 

44Min.  Haddonfield  Mo.  Mtg.,  10/I/1791. 

ihIbid.}  8/V/1797. 


School  Support 


35i 


in  1799  mentions  a  legacy  of  £  50  given  by  Joseph  Sloan  for 
“schooling  poor  children  of  any  color  .  .  .”46 

Legacies  not  left  for  specific  purposes  frequently  found  their 
way  into  the  school  fund  as  the  following  minute  indicates : 

And  as  it  doth  not  appear  that  the  said  money  was  given  for  any  specific 
purpose  the  Meeting  after  deliberate  consideration  feeling  desirous  in  gratitude 
to  the  memory  of  the  giver  to  dispose  of  it  in  a  way  that  may  be  of  lasting 
benefit  doth  unitedly  agree  that  the  said  money  be  added  to  our  school  fund, 
and  that  it  shall  be  deemed  as  a  part  of  the  permanent  stock  thereof  and  dis¬ 
posed  of  by  the  Trustees  appointed  by  this  Meeting  to  the  care  of  our  school 
fund  in  the  same  way  and  manner  as  subscriptions  given  for  the  advancement 
of  said  fund,  and  not  otherwise,  and  the  said  money  is  at  present  to  be  lodged 
with  the  Treasurer  to  said  fund.47 

In  1806  William  Wilkins  and  Sarah  Wilkins  deeded  to  Joseph 
Haines,  Obadiah  Engle,  John  Engle  and  John  Borton,  ground  for 
the  benefit  of  Easton  School  and  other  religious  purposes  of  Friends 
and  no  other  use  whatsoever.48  There  is  also  a  deed  giving  title 
to  land  for  the  use  of  Easton  School  under  Lower  Evesham  Pre¬ 
parative  Meeting  in  1847,  but  whether  this  ground  was  a  gift  or 
not,  is  not  evident.49  Easton  School  was  also  benefitted  by  the 
legacy  left  by  Samuel  Shute,  in  1823: 

Item.  I  order  and  direct  my  executors  to  pay  to  the  Treasurer  of  Easton 
School  of  Friends,  or  to  his  successor  in  office,  the  further  sum  of  five  hundred 
dollars,  to  be  put  out  at  interest,  on  good  security,  the  proceeds  whereof  to  be 
applied  at  the  discression  of  the  trustees,  of  said  school,  for  the  time  being,  for 
the  education  of  Friends  children  and  others  in  lowish  circumstances;  within 
its  limits.  2nd  mo.  5th,  1825.  Obadiah  Engle  has  received  the  above  five 
hundred  dollars.50 

The  following  bequest  of  £  25  was  made  to  Rancocas  School  in 
1820  by  Hannah  Buzby: 

First,  after  payment  of  my  just  debts  and  incidental  charges,  I  give  and 
bequeath  to  my  executors  and  to  the  survivors,  or  survivor  of  them,  the  sum  of 
£  25  to  be  paid  over  by  them,  as  soon  after  my  decease  as  convenient,  to  the 
treasurer  of  Friends  School  at  Rancocus,  or  to  his  successor  in  office  for  the  time 


46  Ibid.,  14/X/1799. 

47The  amount  of  the  above  was  £4/15 /7H;  Min.  East  Branch  Prep.  Mtg., 
19/VI/1806. 

48Min.  Evesham  Mo.  Mtg.,  5/II/1808. 

49Min.  Evesham  Prep.  Mtg.,  (H.);  the  deed  bears  date  of  15/IV/1847,  and 
is  in  the  vault  at  15th  &  Race  Streets,  Philadelphia. 

50Easton  School  Fund  Minutes,  1823,  1. 


352 


Quaker  Education  in  New  Jersey 


being,  duly  appointed  by  the  trustees  of  the  said  school,  to  be  applied  by  the 
said  trustees  to  and  for  the  benefit  of  the  same,  and  to  no  other  purpose.51 

In  the  same  year,  George  Dilwyn  gave  £  20  for  the  same  school: 

I  give  and  bequeath  to  my  said  executors  and  the  survivors  of  them  in  trust, 
£  20  to  be  invested  in  the  fund  of  the  school  under  the  care  of  the  Preparative 
Meeting  of  Friends  in  Rancocus.  George  Haines,  Treasurer  of  the  school  fund 
is  appointed  to  receive  from  the  executors  of  George  Dilwyn,  deceased,  the 
legacy  left.  .  .and  give  his  receipt  on  behalf  of  the  Meeting.52 

In  1821  the  trustees  of  Upper  Springfield  School  mentioned  jj 
acre  of  land,  bequeathed  by  George  O’Neal  for  the  benefit  of  the 
school.53  This  land  remained  a  part  of  the  permanent  foundation 
and  the  income  from  its  lease  was  regularly  applied  to  education. 

Other  benefactions,  to  select  certain  notable  cases,  were  made 
by  David  Bacon  and  Samuel  Nicholson.  About  1840  David 
Bacon  provided  in  section  13  of  his  will,  that  a  certain  sum  of 
money  and  the  residue  of  his  estate,  after  paying  other  bequests, 
should  be  given  for  education.  This  was  stated  later  to  amount 
to  $5,956.  The  sum  was  used  to  further  Bacon  Academy  at 
Woodstown,  which  was  one  of  the  best  schools  supported  by 
Friends  in  New  Jersey  in  the  middle  nineteenth  century.54  An¬ 
other  prominent  school  was  that  at  Haddonfield  which  was  bene- 
fitted  by  a  bequest  of  Samuel  Nicholson  in  1880: 

.  .  .1  propose  to  donate  the  sum  of  one  thousand  dollars  to  the  meeting  for 
the  purpose  of  promoting  the  guarded  education  of  the  children  of  its  members 
in  schools  under  the  care  of  Friends.55 

Public  School  Fund 

A  very  material  amount  of  support  of  Friends’  schools  prior  to 
1867  was  derived  from  the  public  school  fund  of  the  State,  after  it 
was  established.  Just  how  valuable  this  income  was  it  is  difficult 
to  say,  but  it  was  certainly  regarded  by  some  schools  as  a  great 
assistance.  Moreover,  when  the  use  of  the  public  funds  was  cut 
off  by  law  there  were  protests  made.  The  questions  were: 
can  the  state  levy  a  tax,  and  yet  withhold  support,  and  can  the 
state  support,  and  yet  exercise  no  control  over,  the  institution  it 

51Min.  Rancocas  Prep.  Mtg.  30/III/1820;  in  vault  at  15th  &  Race  Sts., 
Phila. 

52Ibid.,  28/IX/1820.  “Min.  U.  S.  School  Trustees,  7/III/1821. 

54See  p.  154.  “Min.  Haddonfield  Mo.  Mtg.,  13/XI/1880. 


School  Support  353 

supports.  A  phase  of  this  difficult  question  that  arose  is  presented 
in  Chapter  Thirteen. 

From  the  very  meagre  school  reports  that  are  now  available, 
dealing  with  the  finances  of  these  early  Quaker  schools,  the  writer 
has  taken  the  items  relating  to  aid  received  from  the  state  fund. 
The  reports  extant  relate  to  but  few  schools,  but  others,  if  found, 
would  unquestionably  present  similar  items  of  money  received 
from  the  state  fund. 

The  following  table  shows  items  of  school  money  received  by 


Easton  School  between  1831  and  1854 :56 

Date  Memoranda  Amount 

1831  Received  on  state  school  fund  for  Margaret  Joyce  $  .48 

Received  on  state  school  fund  for  O.  Boston  .48 

Received  on  state  school  fund  for  Joseph  Lippincott  .48 

1832  Received  on  state  school  fund  $  1.22 

1833  To  a  balance  on  the  state  school  fund  12.66 

1836  Received  of  the  township  school  committee  14.95 

1846  Received  from  state  school  fund  18.43 

1847  Received  of  the  state  school  fund  20.99 

1848  Received  of  the  state  school  fund  summer  term  11.35 

Received  of  the  state  school  fund  winter  term  .29 

Later  10.55 

1 854s7  Received  of  state  school  fund  balance  on  bills  .08 


The  following  report  made  by  the  treasurer  of  East  Branch 
Preparative  Meeting  School  in  1838,  also  bears  upon  the  question 
of  state  funds: 

I  received  of  Richard  Mount  township  collector,  eighteen  dollars  and  fifty- 
one  cents  of  the  publick’s  money  applied  to  promote  the  schooling  of  children 
that  being  Stony  Brook  School’s  and  district  No.  1  proportion  thereof,  which 
money  has  been  applied  by  the  Trustees  of  said  school  as  follows,  to  wit: 
first  I  paid  Mary  Ann  Taylor  who  taught  said  school  six  months  beginning  in 
4th  month  and  10th  month  1838,  on  account  of  deficiency  of  scholars  the  sum  of 
eight  dollars  $  8.00 

1839 — 26th  of  3rd  month,  I  paid  Isaac  Craft  who  taught  said  school 
this  winter,  on  account  of  deficiency  of  scholars  the  remaining  balance 
of  said  money  in  my  hands,  to  wit,  ten  dollars  fifty  one  cents  10.51 

$18.51 

Samuel  Craft58 


66Collected  from  the  pages  of  the  Accounts  of  the  Easton  School  Trustees. 
57After  1854  no  further  receipts  are  mentioned. 

58Min.  East  Branch  School  Trustees,  1838. 


354 


Quaker  Education  in  New  Jersey 


The  treasurer  of  the  school  fund  of  Upper  Greenwich  (Mickle- 
ton,  N.  J.)  registered  the  following  item: 

Public  School  money  received  during  the  year  1854 — $155.00,  wholly  used 
for  the  purposes  of  education.59 

The  Minutes  of  Old  Springfield  show  that  the  treasurer  in  1850 
acknowledged  $1.68  “borrowed  from  township  to  pay  Asa  Foster’s 
bill.”60  Other  items  were  “8/VII/1864  to  Cash  paid  Daniel 
Zelley  out  of  township  money — $9.75 “22  /VII  /1864  to  cash  paid 
Anna  M.  Baker  per  order  out  of  Township  money  $61.72,”  and, 
18  /V /1S64,  “Received  of  Benjamin  R.  Lamb,  School  Superintend¬ 
ent  of  township  money,  $88.o6.”61  The  school  at  Woodbury  also 
received  assistance  from  the  state  fund.  In  1858  we  find  an  item 
of  $100  received  from  that  source.62 

Fees 

Fees  or  rates  levied  on  each  scholar,  unless  he  or  she  were  too 
poor  to  afford  it,  were  a  most  common  source  of  income  to  the 
early  teachers,  and  continued  so  in  the  nineteenth  century,  though 
in  some  cases  a  regular  salary  was  guaranteed.  The  teacher  was 
not  only  allowed  to  charge  so  much  per  child ;  it  was  also  a  part  of 
his  function  to  collect  it.  Often  he  was  unable  to  collect  and 
there  was  a  deficit.  On  such  occasions  he  might  suffer  the  loss, 
or  ask  the  trustees  of  the  school  to  make  it  good.  The  latter  were 
also  called  upon  to  make  good  a  deficiency  resulting  from  too  small  a 
number  of  scholars.  Thus  in  1838  and  1839  Samuel  Craft  paid 
Mary  Ann  Taylor  and  Isaac  Craft  $10.51  and  $8.00  respectively 
for  “deficiency  of  scholars.”63 

The  following  minute  describes  the  function  of  the  school  trustees, 
and  points  out  that  they  paid  the  teacher  two  dollars  per  scholar 
for  three  months : 

Edward  Taylor,  Ezekiel  Combs,  Samuel  Bunting  and  Edward  Taylor  Jr. 
attended  and  after  examining  the  writing  books  and  hearing  the  scholars  in 
their  different  branches  of  learning  and  observing  the  order  of  said  school,  we 
are  united  in  saying  that  the  same  appeared  to  us  satisfactory.  This  being  the 
first  visit  paid  since  the  commencement  of  the  present  teacher  (Betsy  Watson) 
whose  services  began  the  16th  of  last  month,  agreeably  to  the  following  agree- 

59Prep.  Mtg.  Book  for  use  of  Schools,  Upper  Greenwich. 

^Miscellaneous  Papers  of  Old  Springfield  Prep.  Mtg.,  dated  19/I/1850. 

GlIbid.,  1864.  62See  p.  147.  63Min.  East  Branch  School  Trustees. 


School  Support 


355 


ment  made  with  us,  that  is,  we  engaged  her  18  scholars  at  two  dollars  per 
scholar,  for  three  months,  and  if  there  was  more  to  pay  her  in  the  same  pro¬ 
portion  for  half  a  year — and  we  to  collect  the  money  for  her  quarterly.64 

In  1853  Franklin  B.  Haines  was  employed  by  trustees  of  Old 
Springfield.  Among  other  items  of  his  contract  we  find  that  he 
was  “to  teach  the  school  for  three  cents  per  scholar  per  day.”  He 
was  also  to  teach  mathematics,  mensuration,  surveying  and  algebra 
but  these  subjects  did  not  come  within  the  three  cent  limit. 

Much  variation  is  found  in  amounts  paid  for  rates,  depending 
sometimes  on  the  quality  of  the  master.  Records  on  this  point, 
however,  are  not  at  all  as  full  as  desirable. 

After  public  funds  were  withdrawn  as  a  means  of  support,  many 
of  the  church  schools  languished,  or  even  became  defunct.  Some 
became  public  schools.  Others  continued  in  competition  with  the 
publicly  supported  institutions.  In  this  competition  we  find  evi¬ 
dent  two  necessities  recognized  by  the  private  school:  (1)  to  make 
themselves  as  good  or  better  than  the  public  institution,  and  (2)  to 
keep  tuition  low  enough  to  compete  successfully  with  it.  The 
extract  below  indicates  partially  the  effect  of  competition: 

.  .  .The  price  for  tuition  appears  to  be  as  high  as  it  is  prudent  to  ask;  for 
the  competition  of  public  schools  and  others  is  such  as  to  make  it  difficult  for 
us  to  fill  our  own,  even  at  present  rates.  .  .  65 


Loans 

Due  to  the  success  of  the  subscription  method,  the  large  number 
of  bequests  given  for  schools,  and  the  common  reliance  on  fees  to 
pay  a  teacher,  it  was  only  in  rare  cases  that  loans  were  resorted 
to  as  the  only  way  out  of  difficulty.  In  fact  money  seems  even  to 
have  been  loaned  by  the  school  trustees,  on  long  term  loans  at 
“good  security.”  The  money  loaned  out  or  invested  “safely” 
was  that  which  accrued  through  subscription  funds,  legacies, 
and  so  on.  As  evidence  that  loans  were  used  occasionally  to  serve 
the  school  it  may  be  cited  that  Salem  in  1880  recorded  an  item  of 
seventy-five  dollars  “borrowed”  for  that  purpose;66  and  a  similar 
instance  at  Woodstown67  in  1896  described  in  this  minute: 

John  G.  Borton  in  behalf  of  the  trustees  of  Bacon  School  asked  the  consent 


6iIbid.f  1821.  65Min.  Chester  Mo.  Mtg.,  (O),  8/VII/1890. 

6flMin.  Salem  Mo.  Mtg.,  (O),  31 /III/ 1880.  67Pilesgrove  Meeting. 


356 


Quaker  Education  in  New  Jersey 


of  this  meeting  to  borrow  a  sum  not  to  exceed  $300  to  meet  their  running  ex¬ 
penses,  stating  at  the  end  of  school  year,  if  nothing  appears  unforeseen  they 
would  be  able  to  liquidate  all  debts.  Request  granted  after  being  duly  con¬ 
sidered.68 

Income  from  Investments  and  Properties 

Income  from  investments  in  property,  sale  of  property,  and 
interest  on  funds  loaned,  played  a  considerable  part  in  the  support 
of  schools.  Income  from  property  disposed  of  was  often  added 
to  the  school  fund.  A  case  in  point  was  that  of  East  Branch  Meet¬ 
ing  which  in  1802  was  informed  by  Samuel  Craft: 

that  in  consequence  of  the  order  given  him  at  our  last  meeting,  he  has  received 
of  Samuel  Middleton  the  sum  of  six  pounds,  eight  shillings,  and  six  pence,  it 
being  our  full  dividend  of  the  moneys  arising  from  the  sale  of  the  old  Meeting 
house  at  Crosswicks  in  Chesterfield,  which  moneys  agreeable  to  the  minute  of 
our  Monthly  Meeting  is  to  be  considered  as  a  part  of  our  school  fund  and  to  be 
disposed  of  or  applied  in  the  same  way  as  the  subscription  thereunto  is  directed, 
to  be  disposed  of.  The  clerk  is  directed  to  furnish  the  Trustees  of  the  school 
fund  with  a  copy  of  this  minute  in  order  for  them  to  transcribe  it  in  their  book. 
The  Clerk  produced  a  number  of  addressed  and  subjoined  forms  of  a  bequest 
from  the  school  committee  to  this  meeting,  which  is  directed  to  be  distributed 
among  our  members.69 

After  the  emphasis  of  1778,  on  the  necessity  of  permanent  houses 
grounds,  etc.,  for  the  school;  had  begun  to  take  effect,  there  may 
be  noted  many  properties  secured  for  schools.  Sometimes  only 
enough  land  was  secured,  suitable  for  the  house  and  playground, 
but  some  contained  enough  acres  to  occupy  a  part  of  the  teacher’s 
time  in  agriculture.  Such  was  the  intention  of  the  Yearly  Meet¬ 
ing- 

This  land  was  sometimes  given  to  the  teacher,  free  of  rent,  as  a 
part  of  his  salary,  so  he  might  make  a  better  living;  in  other  cases, 
and  these  more  frequent,  he  was  allowed  to  rent  the  school  land 
for  a  consideration  mentioned  in  his  contract.  Thus  Old  Spring- 
field  in  1829  rented  Joseph  Kimble  two  lots  of  land  at  fifty-four 
dollars  a  year.  In  this  agreement  it  was  specified  that  a  certain 
number  of  acres  were  to  be  tilled,  that  he  was  not  to  remove  any 
straw,  grass,  dung,  ashes,  soil,  or  compost,  but  might  have  two 
tons  of  hay.70  In  1834  an  agreement  was  made  between  the 

68Min.  Pilesgrove  Mo.  Mtg.,  (H.),  1/XII/1896. 

69Min.  East  Branch  Prep.  Mtg.,  23/XII/1802. 

^Miscellaneous  Papers  of  Old  Springfield. 


School  Support 


357 


trustees  and  Watson  Pickering  for  two  lots  containing  five  acres, 
more  or  less,  and  buildings.  The  latter  was  to  pay  “$20  for  the 
clover  lot  ‘over  the  run,’  at  the  expiration  of  the  year;  the  dwelling 
house  etc.  and  lot  containing  two  acres  more  or  less  belonging  to 
the  school  to  have  gratis  while  he  teaches  the  school  .  .  .”71  In 
1853  the  teacher,  Franklin  B.  Haines,  was  allowed  to  have 

all  the  property  belonging  to  said  school  (except  three  acres  of  land  lying  south 
of  the  run)  rent  free;  and  for  the  other  three  acres  of  land  laying  south  of  the 
run  he  is  to  pay  the  sum  of  $20  per  acre  and  is  to  farm  all  the  land  as  the  com¬ 
mittee.  .  .may  direct.  .  .  72 

Again  in  1866  the  trustees  note  an  item  of  sixty  dollars  received 
from  Daniel  Kimble  as  rent  from  the  school  property.73 

Salem  Meeting  may  be  mentioned  as  another  instance  in  which 
a  rent  income  of  90  dollars  a  year  is  recorded  to  the  school’s  credit.74 
At  an  earlier  date,  1850,  the  farm  in  Penn’s  Neck  was  rented  for 
sixty  dollars  per  year.75 

71 Ibid .,  5/III/1834. 

72 Ibid. ,  2 1 /IV/ 1 853. 

™Ibid.,  27/111/1866. 

74Income  from  a  farm.  See  for  a  particular  year,  Min.  Salem  Mo.  Mtg., 

(O),  1/IV/1885. 

™Ibid.,  27/III/1850. 


CHAPTER  XIII 


TRANSITION  TO  STATE  SCHOOLS 
Public  School  Laws 

In  the  adoption  of  her  state  constitution  in  1776,  New  Jersey 
made  no  provision  relating  to  education.  Herein  she  was  neither 
alone,  nor  unfaithful  to  tradition  established  in  the  colony.  For 
during  Colonial  days,  with  the  exception  of  legislation  for  special 
schools,  nothing  was  accomplished.  Reliance  was  placed  upon 
private  institutions.  However,  early  in  the  nineteenth  century, 
(1816)  an  effort  was  made  to  begin  a  state  school  fund,  by  provid¬ 
ing  an  annual  appropriation  of  $15,000  to  be  invested  in  six  per 
cent  United  States  bonds.1  Changes  in  the  constitution  of  this 
fund  were  made  from  time  to  time.  In  1820  townships  were  em¬ 
powered  to  levy  a  tax  for  educational  ends,  but  excepting  in  1830- 
1831,  money  so  raised  was  used  solely  to  educate  “such  poor 
children  as  are  paupers  belonging  to  said  township  and  the  children 
of  such  poor  parents  resident  in  said  township  as  are,  or  shall  be, 
in  the  judgment  of  said  committee,  unable  to  pay  for  schooling 
the  same.”2 

The  law  of  1829  attempted  the  establishment  of  a  complete 
system,  authorizing  an  annual  appropriation  of  $20,000  from  the 
income  of  the  school  fund,  (or,  if  such  source  was  not  sufficient,  to 
draw  upon  the  treasurer  to  make  up  the  deficiency),  and  distribu¬ 
tion  to  counties  on  the  basis  of  tax  paid  by  the  county.  Town¬ 
ships  were  authorized  to  determine  “by  the  vote  of  the  town  meet¬ 
ing  so  assembled,  whether  or  not  any  additional  amount  shall  be 
raised  by  said  township  by  tax  or  otherwise,  for  the  same  object.” 
Provision  was  made  for  the  election  of  a  township  school  committee 
and  three  district  trustees  to  have  immediate  care  of  the  school. 
Teachers  were  to  be  licensed  by  the  township  committee.  The 
law  of  1829,  however,  had  little  effect  as  the  essential  sections,  four, 

2Laws  of  N.  J.,  1816,  21;  1817,  20. 

2  Ibid.,  1820,  125-6;  1830,  120;  1831,  146. 

358 


T ransition  to  State  Schools 


359 

five,  six,  and  nine,  were  repealed  in  1830. 3  By  the  enactment  of 
1830,  schools  already  established  were  given  a  measure  of  security 
in  the  assurance  that  “they  shall  remain  unaltered  if  a  majority 
of  the  inhabitants  shall  so  elect.”  The  law  of  1831  was  a  more 
decided  victory  for  the  advocates  of  church  schools.  By  it  the 
acts  of  1829  and  1830  were  both  repealed,  though  certain  of  their 
provisions  were  re-incorporated.  Twenty  thousand  dollars  was  ap¬ 
propriated  for  school  support,  and  apportioned  according  to  taxes 
paid ;  townships  were  privileged  to  raise  additional  amounts ;  but 
the  greatest  opportunity  given  to  church  schools  lay  in  the  provision : 

That  it  shall  and  may  be  lawful  for  the  patrons,  supporters,  or  proprietors 
of  the  several  common  schools  in  the  respective  townships  of  this  state  to 
organize  their  respective  schools,  if  not  already  so  organized,  by  the  appoint¬ 
ment  of  a  board  of  trustees  in  such  form  and  manner,  and  consisting  of  such 
number  as  they  may  deem  proper;  and  it  shall  be  the  duty  of  any  board  of 
trustees  so  organized  to  transmit  to  the  school  committee  of  their  respective 
townships  a  certificate  of  their  organization,  whereupon  every  such  school 
shall  be  recognized  by  the  said  committee,  as  being  entitled  to  an  apportion¬ 
ment  of  the  money  assigned  to  such  township  by  the  respective  boards  of 
chosen  freeholders  from  the  appropriation  of  the  school  fund  of  this  state 
and  also  of  such  sum  or  sums  of  money  as  may  be  raised  by  the  said  town¬ 
ships.  .  .  4 

A  law,  less  reactionary  in  tone,  was  passed  in  1838,  granting  an 
appropriation  of  thirty  thousand  dollars  to  schools  and  making 
licensing  of  teachers  optional.  Support  of  education  was  not 
limited  to  paupers,  and  the  township  was  allowed  to  raise  addition¬ 
al  funds  if  desired.  The  essential  contention  of  the  friends  of 
church  schools  was  admitted,  however,  and  section  12  provided: 

That  where  the  patrons  or  proprietors  of  any  school  already  organized  and 
established  under  the  care  of  any  religious  society  or  denomination  of  Christians, 
whose  church  discipline  provides  for  the  establishment  of  schools,  and  the 
appointment  of  trustees,  are  unwilling  to  relinquish  such  school  and  become 
subject  to  all  the  provisions  of  this  act,  it  shall  be  the  duty  of  the  trustees  of 
such  school  to  transmit  to  the  school  committee  of  their  respective  townships 
a  certificate  of  their  organization,  together  with  a  list  of  the  children  of  such 
patrons  and  proprietors  between  the  ages  of  five  and  sixteen  years  who  are 
capable  of  attending  school;  whereupon  every  such  school  shall  be  entitled 
to  receive  its  just  and  rateable  proportion  of  the  money  assigned  to  said 
township  out  of  the  income  of  the  school  fund,  and  of  such  additional  sum  as 
may  be  raised  or  apportioned  by  said  township  for  the  support  of  public 


*Ibid.,  1829,  105-108. 


4  Ibid.,  1831,  146. 


360 


Quaker  Education  in  New  Jersey 


schools;  which  apportionment  shall  be  made  by  the  school  committee  of  the 
respective  townships  and  a  copy  thereof  filed  with  the  township  collector, 
whose  duty  it  shall  be  to  pay  to  the  trustees  of  said  school  their  just  proportion 
of  such  money  for  the  use  and  benefit  of  said  school.5 

The  above  section  was  retained  in  the  more  pretentious  law  of 
1846,  which  provided  for  state  supervision,  made  licensing  of 
teachers  obligatory,  and  required  that  the  local  township  tax  be 
double  the  amount  received  from  the  state  school  fund.6 

But  dissatisfaction  and  “misunderstanding”  soon  developed, 
regarding  section  12  especially.  That  there  was  “considerable 
misunderstanding”  became  evident,  in  a  very  definite  manner,  as 
early  as  1847.  In  his  report  for  that  year  the  Superintendent  of 
Public  Schools  stated: 

.  .  .objections  have  also  been  made  to  the  uncertain  wording  of  the  12th 
section.  I  have  always  entertained  the  opinion  that  the  said  section  had 
reference  exclusively  to  the  schools  of  Friends,  whose  church  discipline  alone 
of  all  the  religious  denominations,  provides  for  the  establishment  of  schools  and 
appointment  of  trustees.” 

Others  however  interpreted  it  differently.  Another  question 
arose  as  to  whether  under  section  13  it  was  the  town  superin¬ 
tendent’s  duty  to  visit  the  school  of  a  religious  society  which  was 
receiving  state  money.  On  the  interpretation,  which  had  been 
authorized  that  they  be  not  subject  to  visitation  the  superin¬ 
tendent  wrote: 

Here  I  cannot  agree,  even  with  the  high  authority,  who  has  sanctioned  a 
different  course.  The  13th  section  makes  it  the  duty  of  the  town  superin¬ 
tendent  to  visit  every  school  in  said  towmship.  .  .And  makes  no  exception  of 
any  kind;  nor  are  those  schools  exempted  by  section  12,  whilst  the  evident  in¬ 
tention  and  spirit  of  the  law  is  that  supervision  should  be  extended  over  all  the 
schools  receiving  public  money.  If  such  is  not  its  intention,  it  should  be 
more  plainly  expressed.7 

The  superintendent,  in  another  place,  attempted  to  make  clear 
that  his  attitude  was  not  one  of  hostility  to  any  particular  church 
organization: 

.  .  .Let  it  not,  however,  be  understood  that  I  object  to  the  privileges  of  the 
Society  of  Friends,  for  in  no  section  of  our  state  is  more  attention  paid  to 
education  than  in  the  districts  occupied  by  them;  but  as  a  principle  it  is 
wrong  that  any  preference  should  be  given  to  the  members  of  any  one  society 
over  another.8 

Considerable  time  elapsed  before  the  law  was  “more  plainly  ex- 

bIbicL.,  1838,  249-50.  6Ibid.,  1846,  164-70. 

7Ann.  Reports  Supt.  P.  S.,  1847,  25-0.  8Ibid.,  1847,  24. 


Transition  to  State  Schools 


361 


pressed.”  In  the  meantime  the  “misunderstanding”  of  its  in¬ 
terpretation  grew  apace.  In  1864  the  superintendent’s  condem¬ 
nation  of  section  12  was  more  severe: 

.  .  .1  have  been  appealed  to  by  town  superintendents  asking  if  they  were 
authorized  by  law  to  require  the  trustees  of  religious  schools,  established  and 
organized  in  accordance  with  the  provision  of  section  12.  .  .to  open  th  e  ed 
schools  to  the  inspection  of  the  superintendents.  In  other  cases  I  have  be  In 
requested  to  notify  the  trustees  of  religious  schools  that  their  teachers  shou|d 
become  subject  to  the  yearly  examination,  or  else  the  said  trustees  shou  d 
forfeit  their  portion  of  the  public  money.  I  have  been  further  asked  to  do 
that  respecting  these  schools  which  I  am  not  authorized  to  do.  Complai  nts 
concerning  them  have  been  numerous,  and  I  have  had  appeal  cases  which  have 
been  extremely  difficult  of  solution.  I  have  observed  also  that  there  is  a 
disposition  among  members  of  certain  religious  organizations  to  avail  them¬ 
selves  in  every  possible  manner  of  the  privileges  extended  by  the  section  of  the 
law  referred  to;  and  this  year,  for  the  first  time,  demands  have  been  made  by 
the  trustees  of  several  religious  schools  upon  town  superintendents  for  a 
portion  of  the  school  money.  It  is  probably  true,  in  a  few  instances,  that  these 
schools  were  organized  and  in  actual  operation  prior  to  April  17th,  1846,  yet 
the  proof  of  their  organization  is  hardly  as  conclusive  as  it  should  be  to  warrant 
me  in  rendering  a  decision  favorable  to  the  parties  who  have  appealed.  In  all 
these  cases,  I  have  advised  the  parties  to  let  the  cases  go  to  the  courts  for 
adjudication.  Whether  or  not  the  church  discipline  of  the  religious  organi¬ 
zations,  of  which  the  parties  who  have  appealed  to  me  are  members,  provdes 
for  the  establishment  and  maintenance  of  schools,  is  a  matter  for  the  courts  and 
not  for  me  to  decide. 

In  view  of  the  complications  arising,  concerning  religious  schools,  and  the 
manifest  injustice  of  appropriating  public  monies  to  aid  in  the  advancement  of 
denominational  interests,  I  would  most  respectfully  and  earnestly  recommend 
that  section  12.  .  .be  repealed.9 

The  culmination  of  developments  was  reached  in  1866,  when, 
as  the  legislators  recited,  because  of  “considerable  misunderstand¬ 
ing  in  regard  to  the  meaning  .  .  .  the  same  (Section  12)  is  hereby 
repealed.”10  This  action  was  followed  by  a  movement  to  secure 
the  reenactment  and  a  conference  assembled  at  Camden  in  De¬ 
cember  and  memorialized  the  following  legislature  to  that  effect.11 
This  memorial  was  acknowledged  by  the  Senate  in  formal  fashion : 

Mr.  Wurts  presented  a  memorial  from  the  Monthly  Meeting  of  the  religious 
Society  of  Friends  held  at  Camden,  12th  month  Tenth,  1866,  relative  to  the 
public  school  law.  On  motion  of  Mr.  Wurts  said  memorial  was  laid  on  the 


*Ibid.,  1864,  31-2. 

10Laws  of  New  Jersey,  1866,  971. 
nSee  page  367. 


I 


362  Quaker  Education  in  New  Jersey 

table  and  ordered  to  be  printed  for  the  use  of  the  Senate.  It  was  read  by  the 
secretary  Tuesday,  Feb.  12th,  but  no  action.12 

The  Question 

An  established  institution  yields  ground  grudgingly  to  a  com¬ 
peting  newcomer.  Men  are  prone  to  believe  one  thing  is  good  be¬ 
cause  it  is;  and  another  bad  because  it  is  not.  The  problem  of 
yielding  always  raises  questions.  The  proposal  that  private 
church  schools  should  give  way  to  state  supported  institutions 
raised,  among  others,  question  as  to :  (1)  the  possibility  of  continu¬ 
ing  moral  and  religious  instruction  not  under  church  control; 

(2)  possible  evil  results  from  mixed  associations  in  public  schools; 

(3)  the  justice  of  taxing  citizens  who  already  supported  good  schools 
in  their  communities,  and  (4)  relating  particularly  to  the  law  of 
1866,  the  justice  of  withdrawing  public  support  from  the  church 
school.13  It  seems  that  all  the  questions  raised  might  be  placed 
under  one  or  the  other  of  these  heads.  Loyalty  to  the  Society 
and  its  traditions  dictated  the  answers  in  many  cases. 

In  1834  the  Yearly  Meeting  commented  on  the  public  schools 
as  follows: 

.  .  .The  present  most  common  methods  of  instruction  in  public  schools,  are 
generally  admitted  to  be  defective,  so  that  many  parents  object  to  sending 
their  children  to  them;  alleging  that  from  the  manner  in  which  the  hours  of 
relaxation  from  study  are  most  usually  spent,  or  from  some  other  cause, 
many  manifest  a  strong  disinclination,  after  leaving  school  again  to  engage 
in  manual  labor  employments.  .  .14 

In  1845,  the  same  source  informed  through  a  committee’s  report 
that  in  a  Pennsylvania  county  (it  may  well  be  pointed  out  in  this 
connection  that  the  earliest  opposition  was  aroused  by  the  public 
school  law  of  Pennsylvania  in  1834)  the  parents  are  “unable  to 
pursue  any  other  course,  especially  with  their  younger  children, 
than  to  send  them  to  the  common  neighborhood  or  district  schools 
although  many  Friends  who  do  so  seem  aware  that  they  are  sub¬ 
jecting  them  to  associations  of  a  very  hurtful  tendency.’’15 

One  effect  of  public  schools  on  the  church  school  was  inevitable. 
In  localities  such  as  that  metioned  above,  the  parents  sent  children 

12Senate  Journal,  1867,  168  and  178.  13See  page  360. 

14Yr.  Mtg.  Extracts,  1834,  (H).,  5-10. 

15Extracts  Yearly  Mtg.  Minutes,  1845,  3~4* 


T ransition  to  State  Schools 


363 


to  the  former  and  thus  strengthened  it.  After  public  schools  began 
to  be  established,  but  few  meetings  were  able  to  report  that  they 
did  not  have  any  children  attending  them.  Some  kept  such  a 
tendency  to  a  minimum,  reporting  but  one  or  two  children  “who 
go  to  a  common  school,”  but  others,  Burlington  for  instance,  had 
trouble  in  keeping  a  school  open.  Glover,  the  teacher  in  1843,  ob¬ 
jected  that  the  trustees,  while  promising  him  a  hundred  and  fifty 
dollars,  had  only  paid  that  amount  for  one  year  and  had  then 
cut  his  pay  to  one  hundred  dollars.  He  urged  them  to  make  good 
the  one  hundred  and  fifty  dollars  promised,  asking  whether  “it  may 
not  be  a  subject  worthy  of  the  consideration  of  the  trustees  whether 
or  not  anything  can  be  done  to  increase  the  interest  of  our  school.” 

On  the  cause  of  the  lapse  of  “interest”  in  his  school,  he  says: 
“The  decrease  in  my  school  has  been  caused  by  the  establishment 
of  the  public  school.”16 

The  educational  committee  of  the  Yearly  Meeting  (Hicksite), 
in  1852,  stated  that  of  “4500  children  requiring  school  education, 
only  998  were  taught  in  schools  under  the  care  of  che  society  .  .  .” 
and  that  “2600  (these  figures  it  must  be  remembered  refer  to 
both  New  Jersey  and  Pennsylvania  meetings)  of  these  children 
attend  public  schools,  thus  showing  an  amount  of  encouragement 
on  the  part  of  Friends  to  the  public  school  system,  which  must 
materially  influence  the  prosperity  of  the  schools  of  Friends,  as 
contemplated  by  the  discipline.”17 

The  decrease  in  Friends’  schools  and  the  increasing  tendency  on 
the  part  of  members,  in  out  of  the  way  districts,  especially,  to  send 
their  children  to  public  schools,  caused  a  greater  effort  to  be  made 
by  the  Yearly  Meeting  to  arouse  local  meetings  to  action.  For, 
as  they  stated: 

the  operation  of  the  public  school  law  has  very  materially  increased  these 
difficulties,  and  is  likely  to  continue  a  very  serious  obstacle  to  the  proper  educa¬ 
tion  of  our  youth,  unless  Friends  are  willing  to  set  aside  the  pecuniary  con¬ 
siderations  which  are  alleged  as  the  reason  for  accepting  its  provisions.18 

The  statements  made  in  connection  with  the  problem  in  Penn¬ 
sylvania  described  New  Jersey’s  situation  as  well: 

.  .  .In  many  sections  of  the  country  there  are  no  other  than  the  district 
schools  to  which  Friends  can  conveniently  send  their  children.  In  sections 

16See  page  67.  17Yr.  Mtg.  Extracts,  (H.),  1852,  13-15. 

18Yr.  Mtg.  Extracts,  (O),  1845,  4-6 


364 


Quaker  Education  in  New  Jersey 


where  there  is  a  sufficient  number  of  children  to  form  a  school  Friends  allege 
that  they  are  obliged  to  pay  the  school  tax,  and  they  give  way  to  the  idea  that 
they  cannot  afford  to  pay  it  and  for  the  schooling  of  their  children  also. 
Hence  they  have  been  induced  to  convert  schools  under  the  care  of  the  prepar¬ 
ative  meetings  into  district  schools,  greatly,  we  fear,  to  the  disadvantage  of 
their  children.  We  cannot  doubt,  that  if  Friends  were  impressed  with  a 
just  sense  of  what  appears  to  us  to  be  the  unavoidable  injury  which  must 
result  to  the  children  from  the  mixed  associations  of  such  schools,  and  the 
difficulty  which  must  be  experienced  in  bringing  them  up  in  conformity  with 
our  religious  profession  and  discipline  while  they  are  subject  to  such  influences, 
there  would  be  a  greater  willingness  on  the  part  of  some  to  make  the  needful 
pecuniary  sacrifices  to  insure  the  more  guarded  education  of  the  youth.19 

The  answer  of  the  Yearly  Meeting  to  the  subordinates’  objection 
to  supporting  two  systems  of  schools,  suggests  that  “we  ought  not 
to  hesitate  at  making  the  sacrifice,  however  great  it  may  be  .  . 
but  pay  the  tax  and  redouble  efforts  in  the  establishment  of 
family  schools,  select  schools,  preparative  meeting  schools,  or  other 
agencies.  The  text  of  these  suggestions  follows: 

.  .  .Although  the  number  of  families  has  increased  since  the  last  report,  the 
principal  causes  of  embarrassment  continue  unabated.  Over  one  of  these, — 
the  scattered  situation  of  our  members, — we  have  no  control.  The  difficulties 
which  have  arisen  from  the  operation  of  the  public  school  law,  are  not  of  this 
character;  and  if  we  act  in  relation  thereto,  on  the  principles  which  have 
always  guided  the  society  in  similar  cases,  we  shall  not  hesitate  about  the 
course  we  ought  to  pursue.  Friends  have  always  paid  the  tax  levied  for  the 
support  of  the  poor  without  complaining  of  the  double  burden  thus  imposed 
upon  them,  of  assisting  to  maintain  the  poor  not  of  our  own  Society,  while  at 
the  same  time  we  support  our  own  without  calling  upon  the  public  for  aid; 
For  we  have  always  regarded  the  assistance  given  to  our  own  poor  members  as 
the  performance  of  a  religious  duty.  If  then,  the  religious  and  guarded  educa¬ 
tion  of  our  children,  so  as  to  train  them  up  in  the  knowledge  of  our  doctrines 
and  the  practice  of  our  testimonies,  is  a  duty  not  less  incumbent  than  the 
support  of  our  poor,  we  ought  not  to  hesitate  at  making  the  sacrifice  however 
great  it  may  be,  which  is  necessary  to  accomplish  it.  Many  of  the  difficulties 
which  seem  to  oppose  the  attempt,  would,  we  are  persuaded,  lessen,  and  even 
disappear,  before  a  resolute  and  persevering  effort.  In  those  cases  in  which 
select  schools  cannot  be  supported,  schools  conducted  under  the  charge  of 
suitable  committees,  in  conformity  with  our  principles  and  testimonies,  would 
in  all  probability  be  resorted  to  by  our  sober  neighbors,  and  thus  become  the 
means  of  sustaining  and  upholding  our  religious  principles. 

The  whole  subject  deserves  the  earnest  and  continued  attention  of  Friends; 
and  we  believe,  that  as  they  dwell  under  a  sense  of  the  obligations  due  to  the 
Society,  and  to  their  children,  they  will  be  enabled  to  find  some  way  of  avoiding 


19Ibid. 


Transition  to  State  Schools 


365 


the  manifold  evils  of  the  mixed  associations,  inevitable  in  the  public  district 
schools.  In  some  places,  this  religious  concern  would  lead  to  the  establishment 
of  schools,  select,  or  otherwise,  under  the  care  of  meetings;  in  others  to  the 
employment  of  teachers  in  families,  or  by  a  few  families  combining  together; 
in  other  cases  it  will  lead,  and  in  some  measure  qualify  members  of  a  family 
to  undertake  themselves  the  instruction.  In  all  cases,  the  awakening  of  a 
religious  concern,  faithfully  to  discharge,  our  duty  to  the  rising  generation 
will,  of  itself,  greatly  diminish  the  seeming  difficulties  of  the  undertaking,  and 
bring  with  it  its  own  rewards,  in  the  increased  prosperity  and  brightness  of 
our  religious  society.20 

The  beginning  of  the  movement  toward  state  education,  and  the 
passing  of  laws  to  secure  it,  almost  coincided  with  the  division  in 
the  Society  of  Friends.  Both  of  the  events  greatly  influenced  the 
tendency  to  centralize  control  over  education;  centralize  control 
in  order  to  stand  firm  against  the  foe  from  without  and  restrain 
tendencies  to  follow  strange  doctrines  within.  In  1845  the  Educa¬ 
tional  committee  expressed  its  views  on  the  benefit  of  a  centralized 
educational  fund  as  follows: 

It  was  stated  in  a  former  report  to  the  Yearly  Meeting  that  there  are  con¬ 
siderable  funds  set  apart  for  the  purposes  of  education  in  different  districts, 
chiefly  in  the  city  of  Philadelphia,  and  in  Burlington,  and  Haddonfield  Quarter¬ 
ly  Meetings.  The  usefulness  of  these  funds  is  in  many  cases  much  lessened 
by  the  strictness  of  the  limits  within  which  they  are  confined.  Some  of  them 
have  been  raised  by  preparative  meetings  for  the  exclusive  use  of  the  members; 
and  it  has  in  certain  instances  happened  that  the  fund  has  been  allowed  to 
accumulate,  and  the  decrease  in  the  number  of  the  members  of  the  meeting 
has  left  Friends  without  any  objects  on  which  to  expend  the  interest;  so  that 
no  small  portion  of  these  funds  throughout  the  Yearly  Meeting  is  lying  almost 
idle,  while  the  Society  is  suffering  for  want  of  means  to  educate  its  children. 

It  is  well  worthy  the  consideration  of  Friends,  whether  similar  trusts  should 
hereafter  be  so  narrowly  restricted  whether  it  would  not  in  all  cases  be  ad- 
visible  to  make  the  larger  bodies  in  the  Society  the  trustees  of  the  funds,  with 
directions  to  appropriate  it  for  the  benefit  of  the  nearest  meetings  needing  it, 
in  case  the  particular  locality  intended  to  be  benefitted  in  the  first  place,  should 
not  require  the  assistance. 

The  committee  again  press  upon  the  meeting,  and  upon  Friends  generally, 
the  importance  of  creating  a  fund  for  the  general  purpose  of  education,  and 
they  repeat  their  conviction  that  as  their  ability  to  aid  meetings,  by  procuring 
and  distributing  suitable  books,  and  in  the  establishment  of  schools,  depends 
greatly  upon  the  possession  of  such  a  fund,  their  labors  must,  without  it, 
fall  very  far  short  of  what  is  called  for  by  the  wants  of  Friends  in  various 
places.21 


20Ibid. 


-lIbid. 


366 


Quaker  Education  in  New  Jersey 


The  Answer 

In  the  foregoing  pages,  the  analysis  of  the  problem  by  the  Yearly 
Meeting,  in  one  way,  suggested  what  the  answer  would  be.  These 
suggestions,  however,  were  only  partial  answers.  Many  localities 
did,  indeed,  seek  to  follow  its  directions  and  maintain  church  schools 
of  one  kind  or  another.  The  complete  solution  is  often  a  compro¬ 
mise,  and  so  it  was  in  this  case.  The  most  urgent  inducements, 
to  a  compromise,  it  seems,  were  financial.  As  the  yearly  report 
mentioned,  “  .  .  .  Friends  allege  that  they  are  obliged  to  pay  the 
school  tax,  and  they  give  way  to  the  idea  that  they  cannot  afford 
to  pay  it  and  for  the  schooling  of  their  children  also.”  Moreover, 
the  New  Jersey  law  made  the  way  of  compromise  easy,  by  allow¬ 
ing  church  schools  to  receive  public  school  funds  until  1866.  The 
schools’  acceptance  of  state  funds  was  one  step  towards  their  con¬ 
version  into  public  schools.  Having  received  state  funds,  for  a 
long  period  of  years,  a  number  of  the  Quaker  schools  capitulated 
completely  in  the  few  years  following  1866  and  became  thus  the 
foundation  of  public  institutions. 

Few  of  the  old  school  account  books  are  now  available,  but  most 
of  those  that  have  been  found  in  New  Jersey  show  entries  of  money 
received  from  the  state  school  fund.  The  record  of  the  Old  Spring- 
field  School  Trustees  shows  in  1850  Si. 68,  “borrowed  from  tp.  to 
pay  Asa  Foster’s  bill,”  in  1864,  “cash  paid  Daniel  Zelley  out  of 
township  money,  $9.75,”  and  “Cash  paid  Anna  M.  Barker  per 
order  out  of  tp.  money,  $61.72,”  and  also  “received  of  Benjamin 
R.  Lamb,  school  superintendent  of  township  money  $88.06. ”22 
Other  cases,  notably  Woodbury,  Easton  School,  and  Upper  Eve¬ 
sham  may  be  mentioned.  Only  one  reference  was  found  in  the  case 
of  the  last  named,  but  the  school  account  book  if  still  extant  would 
probably  reveal  more.  In  1845,  the  school  trustees  reported  the 
school  was  kept  open  “  .  .  .  nearly  all  the  year  past,  and  taught  by 
members  a  part  of  the  time  .  .  .  and  we  have  received  our  portion 
of  the  school  money  from  the  township  and  apportioned  it  amongst 
the  scholars  as  we  thought  most  advisable.”23  Elsewhere  in  this 

22Misc.  Papers  of  Old  Springfield. 

23Min.  U.  E.  Prep.  Mtg.,  (H),  27/II/1845. 


Transition  to  State  Schools  367 

work  is  quoted  a  list  of  items  from  the  treasurer’s  account  book  of 
Easton  School.24 

The  repeal  of  section  12  of  the  school  law  in  1866  withdrew 
state  funds  as  a  means  of  support  for  schools  controlled  by  re¬ 
ligious  bodies.  A  voice  of  protest  was  raised  immediately  against 
this  action,  and  a  conference  called  to  meet  in  Camden  in  Decem¬ 
ber  of  that  year.  Each  monthly  meeting  was  asked  to  send  repre¬ 
sentatives.  The  following  minute  from  Salem  Meeting  (Hicksite) 
describes  the  purpose: 

A  paper  was  received  from  Woodbury  Monthly  Meeting  of  Friends  dated 
10th  month  29th,  1866,  requesting  that  Salem  Monthly  should  appoint  one  or 
more  Friends  to  meet  in  conference  with  other  Friends  that  may  be  appointed 
to  meet  in  Friends  Meeting  House  in  Camden  on  2nd  day,  10th  of  12th  month 
next,  to  consult  and  decide  upon  what  measures  shall  be  taken  to  establish 
Friends  in  their  just  rights  to  the  public  school  funds;  which  an  act  of  the  last 
legislature  deprived  them  of  Andrew  Griscom,  Thomas  T.  Hilliard,  and  David 
Pettit  are  appointed  to  meet  with  the  proposed  conference  of  Friends  to  be 
held  in  Camden  at  the  time  appointed.25 

Three  months  later  another  monthly  meeting’s  committee  re¬ 
ported  the  results  of  the  conference  in  the  following  minute: 

The  committee  appointed  in  the  10th  month  last  to  attend  the  conference  at 
Camden,  in  regard  to  the  school  law,  report  that  they  all  attended  and  had  an 
interesting  meeting,  and  were  united  in  memorializing  the  legislature  on  the 
subject  of  reenacting  the  12th  section  of  the  school  law.26 

The  above  metioned  memorial  was  unsuccessful  in  so  far  as 
getting  a  reenactment  of  section  12  was  concerned;  and  the  way 
was  now  prepared  for  the  next  step  in  the  transformation  of 
schools.  This  final  period  of  transition  in  which  numerous  Quaker 
schools  became  extinct  and  others  became  public  in  name  and  fact 
reaches  to  the  present  time.  It  may  be  well  to  notice  the  cases 
of  certain  of  these  schools  that  passed  into  public  control. 

The  earliest  example  that  has  been  noted  was  that  of  Penn’s 
Neck,  where  the  school  was  turned  over  to  the  public  in  185 5. 27  A 
similar  change  in  Mansfield  Township,  school  district  Number 
Three,  is  described  in  the  following  minute : 

At  the  time  appointed  all  of  the  committee  convened  together  with  about 

24See  page  197.  25Min.  Salem  Mo.  Mtg.,  31/X/1866. 

26Min..  Pilesgrove  Mo.  Mtg.,  (H),  1/I/1867;  this  conference  appears  to 
have  been  conducted  entirely  by  the  Hicksite  Friends. 

27See  page  162. 


368 


Quaker  Education  in  New  Jersey 


ten  adult  male  residents  of  the  vicinity,  when  a  full  explanation  of  the  powers 
of  the  committee  and  the  situation  of  the  property  was  made  by  reading  the 
foregoing  minute  report,  and  memorandum,  and  also  by  a  free  and  full  inter¬ 
change  of  sentiment.  Whereupon  it  was  agreed  and  assented  to  by  the 
committee  on  one  hand,  by  the  trustees  of  the  school  district  number  three  of 
Mansfield  township  on  the  other,  that  so  far  as  they  are  concerned,  the  said 
subscription  money  amounting  to  $65.00  shall  within  thirty  days  from  this 
time  be  paid  to  Empson  Haines. 

And  that  the  said  meeting  house  shall  be  used  for  educational  purposes  by 
the  residents  of  this  vicinity,  as  heretofore,  and  without  any  additional  charge, 
subject  to  the  regulation  and  restrictions  as  set  forth  in  the  report  aforesaid 
dated  nth  month,  5th,  1855.  And  also  that  no  use  be  made  of  the  said 
house  inconsistent  with  the  testimonies  and  principles  of  the  religious  society 
of  Friends. 

And  further,  that  the  said  house  will  be  delivered  up  on  six  months  notice  to 
the  said  committee  or  their  successors,  or  the  said  Monthly  Meeting  of  Burling¬ 
ton,  in  good  repair  whenever  they  may  demand  the  same,  with  the  understand¬ 
ing  that  if  the  occupancy  thereof  for  the  purposes  aforesaid  has  not  been 
equivalent  to  the  money  subscribed  as  aforesaid,  then  the  said  committee, 
their  successors,  or  the  said  Monthly  Meeting  will  return  such  amount  as 
justice  and  equity  may  require. 

It  being  represented  to  the  committee  that  certain  alteration  in  the  seats, 
forms,  and  in  the  house  would  be  needed  for  the  better  accommodation  of  a 
school,  Empson  Haines  was  appointed  to  give  attention  to  the  subject,  and 
make  such  alterations  for  school  purposes  as  in  his  opinion  may  be  needed, 
provided  the  school  district  furnish  him  the  necessary  funds,  with  the  under¬ 
standing  that  the  district  may  remove  such  improvements  in  case  they  abandon 
or  leave  the  house. 

And  provided  also  that  the  fixtures,  benches,  and  so  forth  belonging  to  the 
house  at  the  time  be  restored  in  as  good  condition  as  they  are  now  in.28 

The  following  minute  regarding  the  “Bacon  Academy”  at 
Woodstown  describes  how  the  meeting  still  retained  “entire  con¬ 
trol  of  the  school,”  yet  w^as  able  to  “receive  its  proportion  of  public 
money  ...”  until  the  passage  of  the  law  in  1866. 

On  again  resuming  the  consideration  of  the  case  of  the  Bacon  School  the 
committee  reporting  that  the  district  trustees  of  the  school  situated  in  the 
same  district,  are  willing  to  rent  the  Bacon  School  House,  and  allow  it  to 
receive  its  proportion  of  public  money  and  our  meeting  still  have  the  entire 
control  of  the  school.  After  free  expression  thereon  the  report  of  the  com¬ 
mittee  was  adopted.29 

In  the  case  of  Chesterfield  Preparative  Meeting  School,  in 


28Min.  Burlington  Mo.  Mtg.,  (H.),  2/II/1857. 
29Min.  Pilesgrove  Mo.  Mtg.,  (H.),  25/IX/1866. 


Transition  to  State  Schools 


369 


April,  1866,  the  trustees  were  ‘‘instructed  to  ascertain  what  is  the 
best  disposition  they  can  make  with  our  school  house  for  the 
ensuing  year  .  .  .,”  and  two  months  later  it  was  reported  “rented 
...  to  the  public  trustees  for  one  year,  beginning  4th  month, 
first,  1866.”30  A  minute,  three  years  later,  indicated  that  the 
school  was  still  controlled  “subject  to  the  direction  of  the  meeting 
trustees.” 

The  schoolhouse  has  been  rented  to  the  district  trustees  for  the  present 
year  for  the  sum  of  $100,  payable  quarterly,  subject  to  the  same  rules  and 
regulations  that  governed  the  school  when  Friends  had  charge  of  the  same. 
The  district  trustees  subject  to  the  direction  of  the  meeting  trustees.31 

At  Salem,  in  1872,  the  public  school  trustees  sought  to.  lease 
the  Friends’  school,  but  a  committee  of  fourteen,  having  considered 
it  reported  “way  did  not  open  for  leasing  the  house  and  grounds 
for  a  public  school,  and  the  applicants  were  so  notified.”32  The 
continuance  as  a  Friends’  School,  and  without  state  aid  was  not 
without  reason.  It  was,  in  1872,  composed  of  “male,  female,  and 
primary  departments,  ’  ’  and  had  126  students  enrolled.  The  popu¬ 
larity  of  the  school  declined,  however.  In  1900  there  were  47 
students  and  in  1905  it  was  discontinued  as  a  Friends’  School.33 

Concerning  the  school  in  Delaware  Township,  Haddonfield  re¬ 
ported  in  1874: 

The  committee  appointed  to  enquire  into  the  situation  of  the  school  property 
in  Delaware  township  (late  Waterford)  belonging  to  this  preparative  meeting 
report  that  they  have  been  to  the  premises  and  examined  it.  There  are  nearly 
two  and  a  half  acres  of  land  upon  which  a  small  frame  school  house  and  also  a 
dwelling  house  are  erected;  the  schoolhouse  is  rented  to  the  public  school 
district  for  twenty  dollars  per  annum  and  the  dwelling  house  to  a  tenant  for 
$25.  There  are  no  Friends’  children  now  attending  the  school  and  but  few 
Friends  residing  in  that  vicinity.  Both  the  houses  need  new  roofs  and  the 
fences  around  the  land  are  in  poor  condition. 

The  deed  for  this  school  property  was  made  in  1787.  The  report 
closed  with  a  suggestion  that  since  the  district  school  now  provided 
an  education  for  all  others,  and  but  few  Friends  resided  in  the 
neighborhood  the  property  should  be  disposed  of  and  the  money 
used  to  school  Friends’  children  when  necessary.34 

30Min.  Chesterfield  Mo.  Mtg.,  (H.),  26/IV/1866  and  28/VI/1866, 

31Min.  Chesterfield  Prep.  Mtg.,  25/III/1869. 

32Min.  Salem  Mo.  Mtg.,  (H.),  29/V/1872  and  26/VI/1872. 

33See  page  131.  34Min.  Haddonfield  Prep.  Mtg.,  4/II/1874. 


370 


Quaker  Education  in  New  Jersey 


In  1887, 

The  trustees  of  the  public  school  in  Woodbury,  desiring  to  rent  Friends’ 
Female  School  on  Delaware  street,  this  meeting  authorized  the  trustees  of 
that  school  to  act  in  the  matter  as  in  their  judgment  seems  best.35 

In  1889  the  rent  of  the  school  house  was  entered  as  $2 5. 36  After 
1890  there  was  no  item  of  rent  entered,  nor  was  it  continued  as  a 
Friends’  school. 


Upper  Greenwich  Friends’  School  now  occupied  by  District  School 

One  other  instance  of  this  transformation  may  be  mentioned, 
one  of  the  twentieth  century.  At  Upper  Greenwich  Meeting,  in 
1908,  the  school  opened  with  ten  scholars,  but  increased  later  to 
fourteen.  This  was  the  last  year  it  was  conducted  as  a  Friends’ 
School.  In  1910, 

The  matter  was  discussed  at  some  length,  put  to  vote  and  carried  that 
we  lease  the  property  for  one  school  year,  at  a  compensation  of  fifteen  dollars. 
The  secretary  was  ordered  to  notify  the  board  of  education  to  that  effect.37 

A  minute  of  1912  showed  that  the  school  property  was  rented 
to  the  district  trustees  year  by  year.38 

35Min.  Woodbury  Prep.  Mtg.,  (H.),  24/III/1887.  ™Ibid.,  24/I/1889. 

37Min.  U.  G.  Prep.  Mtg.,  (H.),  6/VIII/1910. 

38Mr.  Wm.  Borden,  Mickleton,  N.  J.,  informs  that  this  practice  is  still 
continued. 


CHAPTER  XIV 
IN  CONCLUSION 

Contrary  to  the  statement  that  “from  the  first  New  Jersey  was 
in  advance  of  every  American  State  in  education”  it  is  evident 
that  but  little  was  accomplished  during  the  earlier  years,  and  that 
mostly  through  individuals  or  individual  congregations.  Where 
New  England  elements  dominated,  efforts  were  made  to  create 
the  town  school  system.  In  the  four  large  Quaker  centers,  Salem, 
Burlington,  Shrewsbury  and  Haddonfield,  educational  activity 
became  dependent  upon  their  local  meetings.  In  1682,  however, 
education  was  encouraged  by  act  of  legislature,  when  the  Island 
of  Matinicunk  was  granted  to  Burlington  for  “educational  pur¬ 
poses”  forever.  From  the  beginning  the  Quakers  devoted  them¬ 
selves  to  elementary  education,  but  did  not  encourage  higher  in¬ 
stitutions  of  learning.  The  English  government,  on  the  other 
hand,  after  a  time  sought  to  encourage  projects  of  higher,  but 
neglected  elementary  education.  Its  educational  policy  is  further 
shown  in  the  instructions  to  Cornbury  on  the  “inconvenience  that 
may  arise  by  the  liberty  of  printing”  and,  in  1757,  in  the  instruction 
that  no  one  be  allowed  to  keep  school  in  the  “Province  of  New 
Jersey  without  your  license  first  obtained.”  The  constitution  of 
1776  made  no  provision  for  education,  leaving  it  entirely  in  private 
hands;  in  this  period  of  Independence,  Quaker  Schools  increased 
greatly  in  number,  and  a  more  uniform  organization  and  centraliza¬ 
tion  was  perfected. 

Educational  developments  in  New  Jersey  were  at  all  times  in 
accord  with  the  Pietistic,  Realistic,  and  Philanthropic  viewpoints, 
expressed  by  such  leaders  as  Fox,  Penn,  Benezet,  Woolman,  Tuke, 
Griffith,  Phipps,  Bellers,  Budd  and  others.  All  believed  in  a 
“guarded  religious  education,”  which  was  to  be  secured  through 
many  prohibitions,  and  carefully  limited  associations.  Neverthe¬ 
less,  we  find  the  children  of  other  denominations,  and  of  Negroes, 
often  attended  the  Friends’  schools.  It  was  always  stipulated, 


37i 


372 


Quaker  Education  in  New  Jersey 


however,  that  they  demean  themselves  “according  to  the  rules  of 
the  school.”  Official  advices  of  the  Yearly  and  local  meetings 
always  emphasized  the  idea  of  a  guarded  religious  education,  ac¬ 
cording  to  the  interpretation  of  Quaker  leaders. 

Regarding  classical  learning  “they  acknowledge  the  understand¬ 
ing  of  Languages,  especially  of  Hebrew,  Greek  and  Latin  formerly 
was,  and  still  is  very  useful  yet  .  .  .  not  .  .  .  necessary  to  make  a 
minister  ...”  As  colleges  in  that  day  were  largely  ecclesiastical 
in  character  and  purpose,  Quakers  did  not  encourage  them. 
Languages,  for  realistic  ends,  and  “to  answer  the  just  desires  of 
those  that  desire  to  read  them,  and  for  other  very  good  reasons,  as 
maintaining  commerce  and  understanding  among  divers  nations 
by  these  common  languages  ...”  were  thought  wrorthy  of  cultiva¬ 
tion.  There  can  be  little  doubt,  however,  that  to  some  members, 
opposition  to  classics  and  colleges  on  the  basis  of  being  non- 
essential  or  even  harmful  for  the  training  of  ministers,  became  co¬ 
extensive  with  opposition  to  them  generally. 

Quaker  policy  in  the  19th  century  endorsed  greater  centraliza¬ 
tion  in  the  control  of  schools,  but  continued  an  emphasis  on  “a 
guarded  religious  education.”  The  movement  for  more  “real” 
studies  in  the  curriculum,  and  the  idea  of  “manual  labor  institu¬ 
tions”  both  found  support  among  Friends.  Nevertheless,  the 
number  of  their  schools  declined,  and  many  that  were  maintained 
were  attended  largely  by  other  denominations.  After  the  middle 
of  the  century,  many  of  them  declined  while  others  became  partially 
or  wholly  public  schools. 

In  the  great  Philanthropic  Movement  in  Education  the  Quakers 
played  a  prominent  role.  Leaders  such  as  Bellers,  Budd,  Wool- 
man,  Fox,  Benezet  and  Penn  viewed  it  as  a  “reproach  to  religion 
and  government”  that  poverty  on  the  one  hand  and  excessive 
luxury  on  the  other  should  be  allowed  to  exist.  With  their  pious 
sentiments  the  meetings  concurred  officially  as  early  as  1695  and 
desired  that  “care  be  taken,  that  poor  Friends’  children  may  freely 
partake  of  such  education,  in  order  to  apprenticeship.”  Mem¬ 
bers,  “endowed  with  plenty  of  outward  substance,”  were  frequently 
urged  to  contribute  to  philanthropic  projects,  especially  education. 
The  minutes  of  the  local  meetings  invariably  point  out  that  care 
was  taken  for  the  maintenance  of  the  poor,  and  funds  were  raised 


Conclusion 


373 


for  the  education  of  their  children.  Probably  the  most  prominent 
philanthropic  organization  was  the  Friendly  Institution  of  Burling¬ 
ton  (1796) ;  but  each  preparative,  monthly,  and  quarterly  meeting 
had  its  poor  fund  and  took  care  of  those  in  need  of  assistance. 

In  their  dealings  with  the  Indian  and  Negro  in  the  new  colony, 
the  Quakers  sought  to  exemplify  the  doctrines  of  Christianity. 
Not  only  did  they  aim  to  avoid  dissension  by  provision  for  proper 
purchase  of  land  from  the  Indians  and  fair  trial  of  those  implicated 
in  wrongdoing,  but  also  made  attempts  to  encourage  their  edu¬ 
cation.  As  for  the  Negroes,  the  first  effort  was,  necessarily,  to 
secure  freedom  for  those  held  as  slaves,  and  to  discourage  the  im¬ 
portation  and  purchase  of  others.  The  movement  was  gradual, 
beginning  in  the  late  17  th  century  and  becoming  decidedly  effective 
between  1750  and  1780.  At  the  latter  date  there  were  but  “few 
remaining  in  bonds  with  any  of  our  members.”  From  this  time 
on,  the  education  of  the  Negro  became  a  grave  concern  for  he 
now  stood  in  need  of  it.  Religious  education  was  offered  in 
special  meetings  held  for  Negroes  and  in  conferences  with  them; 
Friends  were  on  various  occasions  appointed  to  advise  with  manu¬ 
mitted  Negroes  as  to  “their  temporal  affairs;”  and  their  school 
education  came  under  the  care  of  the  school  committee,  though  in 
some  cases  special  committees  were  named.  In  face  of  their  best 
efforts  the  minutes  often  admit  failure,  or  partial  failure,  as 
there  is  “a  shortness  we  believe  as  to  their  education,”  and  “edu¬ 
cation  too  much  neglected.”  But  efforts  were  apparently  never- 
ceasing,  and  while  there  is  frequent  admission  of  room  for  im¬ 
provement,  there  is  always  “some  care  taken  for  their  education.” 
As  a  rule  it  appears  that  Negro  children  were  educated  on  the 
same  basis  as  children  of  the  poor.  Special  funds  existed  for 
their  education  in  many  places. 

In  accord  with  English  law  and  practice,  the  Quaker  colonists 
of  New  Jersey  provided  for  education  through  apprenticeship. 
Fox,  in  1669,  advised  the  “putting  out  poor  children  to  trades” 
and  Philadelphia  Yearly  Meeting  advised  putting  out  children  as 
apprentices  to  such  as  are  members  of  Friends;  and  the  fifth  query 
was  instituted  to  ascertain  whether  children  were  placed  among 
Friends  or  not.  Certificates  were  given  to  those  members  who 
were  apprenticed  to  trades  at  a  distance  from  their  home  meeting. 


374 


Quaker  Education  in  New  Jersey 


After  1774  this  was  necessary  to  fulfill  the  letter  of  the  law.  If 
parents  or  guardians  failed  to  take  steps  to  put  out  children  at  the 
proper  time,  the  meeting  took  the  affair  into  its  hands ;  likewise  at 
a  second  marriage,  the  meeting  sought  to  safeguard  the  rights  of 
children  by  the  first  marriage. 

Education  of  Colonial  days  existed  primarily  for  religious  ends. 
The  school  was  an  auxiliary  of  the  church  and  the  curriculum 
reflected  this  religious  purpose.  It  is  but  natural,  then,  to  find 
the  Quaker  schools  controlled  by  the  religious  organization,  which 
consisted  of  Yearly,  quarterly,  monthly  and  preparative  or  par¬ 
ticular  meetings.  The  functions  of  the  first  two  were  advisory, 
and  to  an  extent  supervisory,  and  directive.  They  helped  to  unify 
sentiment  and  action,  to  collect  information,  and  to  formulate 
programs,  through  the  labors  of  educational  committees.  The 
great  movement  for  better  schools  and  more  uniformity  and  cen¬ 
tralization,  about  1778,  was  successful  largely  because  of  the  in¬ 
fluence  of  superior  meetings  whose  vigilance  stimulated  lower  meet¬ 
ings  to  action.  Individual  schools  of  New  Jersey  were  either  under 
a  school  committee  of  the  monthly  or  preparative  meeting.  These 
school  committees  sought  to  provide  school  lots,  playgrounds, 
houses,  masters’  homes,  occasionally  land  for  tillage  by  the  school 
master,  a  master  of  “solid”  qualities,  or  mistress  as  the  case  might 
be,  rules  for  school  government,  the  necessary  equipment  of  the 
schoolhouse,  and  the  opportunities  for  education  of  poor  and 
Negro  children.  One  committee  did  not  always  suffice.  Some¬ 
times  there  were  school  fund  committees  apart  from  those  who 
actually  had  charge  of  immediate  school  affairs.  The  committee 
was  at  all  times  the  meeting’s  agent  and  made  regular  reports  to 
that  body.  It  was  composed  of  men,  women,  or  a  combination  of 
both  sexes,  usually  determined  according  to  the  nature  of  the  school 
and  the  sex  of  the  teacher.  The  summer  school,  under  a  woman 
teacher  frequently,  was  visited  by  a  committee  of  women. 

Teachers,  as  a  rule,  came  from  the  local  district,  though  some 
came  from  distant  cities.  Tenure,  save  in  a  few  unusual  cases, 
was  brief  and  salaries  slender,  so  it  was  natural  that  the  teacher 
should  continue  to  be  also  a  farmer,  blacksmith,  carpenter  or  tailor. 
Contracts  seem  to  have  been  generally  used.  With  a  very  few 
exceptions  the  character  of  masters  seems  to  have  been  above  re- 


Conclusion 


375 


proach.  The  school  year  varied  greatly  in  length:  some  were 
open  three  and  some  eleven  months,  but  the  majority,  probably, 
six  or  seven.  Girls  and  boys  attended,  but  apparently,  separately 
for  the  most  part.  Girls  and  little  boys  had  their  best  opportuni¬ 
ties  in  the  spring  and  summer  when  older  boys  had  to  do  farm  work. 

Schools  were  generally  elementary  in  character,  but  a  few  such  as 
Westtown  Boarding  School  in  Pennsylvania,  Bacon  Academy  at 
Woodstown,  the  Moorestown  Academy  and  High  School  in  the 
1.9th  century,  gave  attention  to  secondary  school  subjects.  Ad¬ 
vanced  studies  also  found  a  place  in  many  schools  due  to  an  unusual 
master  or  mistress  who  was  capable  of  teaching  a  language  or  higher 
mathematics.  After  completing  the  regular  elementary  school  of 
the  meeting  the  youth  either  went  to  Westtown  Boarding  School 
— in  Pennsylvania — ,  attended  private  schools,  many  of  which  ex¬ 
isted  under  Quaker  tutors  in  New  Jersey,  or  else  continued  his 
studies  no  further. 

Support  of  schools,  at  first  very  haphazard  and  dependent  on 
local  desire,  became  more  uniform  in  the  latter  part  of  the  18th 
century.  At  one  time  or  another  the  following  methods,  or  a 
combination  of  them,  were  used  to  maintain  schools:  (1)  subscrip¬ 
tion,  (2)  money  distributed  from  central  stock,  (3)  legacies  and 
donations,  (4)  state  school  fund,  (5)  fees,  (6)  loans,  and  (7)  income 
from  investments.  After  1778  most  meetings  established  permanent 
school  funds,  some  of  which  increased  to  the  amount  of  several 
thousand  dollars.  These  funds  were  managed  by  special  com¬ 
mittees,  usually,  appointed  by  the  meeting,  and  bound  by  definite 
regulations  drawn  up  by  it.  A  remarkable  degree  of  cooperation 
obtained  between  meetings  in  the  establishment  of  these  school 
funds,  as  also  in  the  creation  of  those  for  relief  of  the  poor,  Negroes, 
and  the  education  of  Indians. 

If,  besides  the  religious  note  in  the  curriculum,  we  can  detect 
another,  it  is  unquestionably  a  realistic  one.  “We  are  in  pain  to 
make  them  scholars,  but  not  men”  was  Penn’s  terse  judgment  of 
current  practice.  Practice  seems  to  have  followed  his  suggestion 
in  a  preference  for  scientific  subjects.  Classic  and  modern  lan¬ 
guages  were  taught,  but,  keeping  in  mind  the  stern  prohibition 
against  the  heathenish  books,  gods,  and  goddesses,  we  must  believe 
that  such  study  was  limited  for  the  most  part  to  “what  may  be 


376 


Quaker  Education  in  New  Jersey 


savory  and  good  matter  that  may  not  corrupt  children’s  minds.” 

While  the  curriculum  of  the  elementary  school,  in  most  cases, 
could  not  have  been  more  than  religion,  reading,  writing,  and 
ciphering,  some  specific  references  are  made  to  spelling,  history, 
geography,  mathematics,  “such  as  mensuration,  surveying,  and 
algebra,”  in  the  first  quarter  and  middle  of  the  19th  century. 
Needle  work  for  girls  was  mentioned  at  Evesham  in  1801. 

The  Westtown  Boarding  School  curriculum  at  its  founding  in 
1799  seems  to  have  been  elementary  in  character,  spelling,  reading, 
writing,  arithmetic,  and  bookkeeping  being  specified  as  the  subjects 
to  be  taught.  In  the  first  half  of  the  century  the  following  sub¬ 
jects  were  gradually  added:  Mathematics,  Arithmetic,  Writing, 
French,  Reading,  Latin,  Grammar,  Sewing,  Surveying,  Trigonom¬ 
etry,  Conic  Sections,  Astronomy,  Chemistry,  Physiology,  Psy¬ 
chology,  and  Greek.  In  the  latter  part  of  the  century  emphasis 
was  placed  upon  mathematical  science,  natural  philosophy  and 
astronomy,  chemistry  and  natural  history.  There  was  also  “in¬ 
struction  in  the  Greek  and  Latin  languages.”  In  1862  the  report 
states  “50  boys  and  12  girls  have  studied  Latin,  and  15  boys  have 
given  some  attention  to  Greek.” 

In  the  Bacon  Academy,  1852,  girls  were  taught  “reading, 
writing,  arithmetic,  grammar,  geography,  botany,  physiology, 
philosophy,  history,  and  drawing,”  and  to  these  were  added 
“chemistry  and  the  higher  branches  of  mathematics  for  the  boys.” 
A  charming  “old,  old  lady”  admits  the  subjects  in  the  female 
department  were  as  formidable  as  they  appear  on  paper. 

A  study  of  all  available  records  of  the  four  centers,  Shrewsbury, 
Burlington,  Haddonfield  and  Salem,  reveals  the  fact  that  schools 
of  elementary  character  were  set  up  in  practically  all  local  com¬ 
munities  by  the  close  of  the  eighteenth  century.  Some,  however, 
were  not  continuously  in  operation,  due  to  lack  of  teachers,  or 
scattered  membership,  and  the  consequent  difficulty  of  supporting 
a  school.  Against  all  obstacles,  however,  there  was  steady  ad¬ 
vancement  in  point  of  numbers  and  popularity  from  1778  until 
the  influence  of  the  public  school  movement  was  felt.  A  gradual 
decline  then  took  place,  due  to  the  fact  that  (1)  many  members 
sent  children  to  public  schools  because  they  were  better  situated, 
(2)  many  preferred  the  public  school  because  it  was  free,  (3)  others 


Conclusion 


377 


did  not  wish  to  support  a  church  school  and  pay  for  a  public  one 
at  the  same  time,  and  (4)  there  was  a  dissension  among  the  Quakers 
themselves  which  divided  their  strength  and  purpose,  education¬ 
ally.  In  a  majority  of  cases,  after  1827,  there  was  an  attempt  to 
maintain  two  schools  where  before  there  had  been  but  one.  This 
period  of  division  among  Friends  coincided  with  the  movement 
for  state  free  schools.  Allegiance  to  the  church  school,  on  the  part 
of  many,  was  transferred  to  the  state  institution.  A  few  of  the  old 
foundations,  however,  still  remain  and  have  large  enrollments. 

The  transition  was  gradual,  and  accomplished,  apparently,  with 
little  bitterness  and  less  genuine  opposition.  The  state  free  school 
movement  may  be  said  to  have  begun  in  1816  when  the  school  fund 
was  created  and  reached  its  fulfillment  in  1 866.  Definite  provision 
was  made  in  1846  that  schools,  established  by  religious  bodies 
whose  discipline  provided  for  the  establishment  of  schools,  should 
receive  aid  from  state  funds.  Rivalries  and  jealousies  flamed  up 
and  many  difficult  and  embarrassing  questions  came  before  the 
State  Superintendent  of  Schools.  So  difficult  was  the  adminis¬ 
tration  of  the  law,  and  especially  section  12,  that  the  superintend¬ 
ent  in  1866  recommended  the  repeal  of  the  latter,  which  was  ac¬ 
complished. 

An  official  step  was  taken  by  the  Monthly  Meeting  at  Camden, 
and  participated  in  by  a  number  of  others,  to  secure  the  reenact¬ 
ment  of  Section  12,  but  the  effort  was  ineffectual.  Though  the 
transformation  of  some  Quaker  schools  into  public  ones  has  been 
noted  before  1866,  the  changes  were  more  rapid  and  numerous 
after  that  date.  Some  properties  were  sold,  and  others  rented  to 
public  school  authorities.  In  some  cases,  apparently,  Quaker 
control  continued  in  fact  for  a  number  of  years  after  the  schools 
were  technically  public  institutions. 

Viewing  the  whole  period  of  growth  and  decline  of  these  schools, 
in  connection  with  modern  state  education,  it  is  apparent  that  the 
privately  established  schools,  which  were  so  widespread,  rendered 
a  great  service  to  education  in  a  day  when  no  more  universal  in¬ 
stitution  had  entered  the  field.  The  idea  of  extended  education 
was  primarily  based  upon  religious  philanthropy;  it  yielded, 
necessarily,  to  a  broader  conception  of  education  for  all,  dependent 
not  upon  charity  but  the  common  wealth  of  society. 


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* 


[  I  p.||  &<■-. 

I 


. 


■■ 


INDEX 


Aims  of  Education,  in  accord  with 
tendencies  of  the  day,  8 ;  according  to 
views  of  Penn,  Fox  and  others,  8ff.; 
religious,  374. 

Apparatus,  used  in  instruction,  327. 

Apprentices,  put  out  by  parent, 
guardian  or  meeting,  264;  put  out  to 
Friends,  264E 

Apprenticeship  education,  45,  373E; 
at  Burlington,  57;  256-265;  pro¬ 
vided  for  in  1774,  258ff. ;  recom¬ 
mended  by  Fox,  259E;  practiced  in 
local  meetings,  26off. 

Appropriation  for  schools,  358ff . 

Artificers,  Act  concerning,  256. 

Attendance,  at  Friends’  schools,  30-31, 
33,  36,  129,  147,  174,  180,  192,  194, 
214,  218,  224,  226,  228. 

Bacon  Academy,  154!!.,  376. 

Bacon,  David,  will  of,  155. 

Bancroft,  quoted  on  the  rise  of  Quakers, 

7- 

Barclay,  R.,  on  education  in  colleges, 

I5f- 

Barclay’s  Apology ,  334. 

Barclay’s  Catechism ,  318. 

Barnegat  Preparative  Meeting,  115. 

Belcher,  on  the  establishment  of  the 
College  of  New  Jersey,  4. 

Bellers,  J.,  proposals  of,  for  education, 
235. 

Benezet,  A.,  views  on  education,  1  of. ; 
influential  in  the  establishment  of 
schools,  24f. ;  on  education  of  poor, 
238f.;  on  Negroes  and  their  educa¬ 
tion,  267f. 

Boarding  School,  discussed,  204. 

Books,  distributed  for  schools,  94, 
1 31;  for  families  and  schools,  316; 
subscribed  for,  317;  uniformity 


sought,  319;  in  libraries,  list  of, 
336f. 

Book  supply  houses  established,  32 iff. 
Bordentown,  93. 

Bryce,  J.,  quoted,  266. 

Budd,  Thos.,  proposals  of,  for  educa¬ 
tion,  235,  238. 

Burlington,  report  on  schools,  26; 
Friendly  Institution  of,  246;  Monthly 
Meeting,  55ff. 

Burlington  Preparative  Meeting,  se¬ 
cures  school  property,  63 ;  new  school 
erected,  63 ;  special  account  of  school 
of,  64;  report  on  status  of  schools  at, 
66. 

Burlington  Quarterly  Meeting,  55ff.; 
appoints  school  committee,  59;  de¬ 
cline  of  schools  in,  64,  116-7. 

Camden  School,  178-180. 

Catalogue  of  books  at  Woodbury,  335. 
Censorship,  exercised  by  the  Society, 
21. 

Central  “Stock,”  used  for  support  of 
education,  348ff. 

Centralization,  beginning  of  move¬ 
ment  towards,  1777,  24;  tendency 
towards,  34fT.,  365,  372. 

Certificates,  given  to  members  going 
from  one  place  to  another,  262. 
Character  of  teachers,  3o8f.,  374. 
Chester  “Brick  School,”  2i5ff.,  227. 
Chester  Monthly  Meeting,  2 1 4ff . ;  in¬ 
crease  of  schools,  224. 

Chesterfield  Monthly  Meeting,  78ff. 
Children,  of  school  age,  30;  rights  of, 
safeguarded  at  second  marriage, 
265. 

Church  school  vs.  state  school,  362ff. 
Circulating  Schools,  233. 

Classical  training,  372. 

393 


394 


INDEX 


Co-education,  156. 

College  education,  not  of  first  im¬ 
portance  for  ministers,  372. 

College  of  New  Jersey,  4. 

Committees,  to  be  named  to  consider 
schools,  26;  agencies  by  which  meet¬ 
ings  controlled  schools,  295;  com¬ 
posed  of  most  reliable  members, 
297;  duties  of,  298. 

Concessions  and  Agreements,  pro¬ 
visions  in  the,  2;  on  putting  out 
children,  257;  relating  to  Indians, 
283! 

Conclusions,  371-377. 

Conferences,  for  teachers,  parents,  35. 

Constitutional  provision  for  education, 
lacking,  358. 

Contracts,  with  teachers,  9,  302ff.,  374. 

Control  of  schools,  by  the  town,  3; 
at  Newark,  6;  by  committees,  374. 

Cooperation  in  the  establishment  of 
funds,  345. 

Crop  well  school,  185,  207-21 1. 

Crosswicks,  financial  report  on  school, 

S3. 

Crouch,  W.,  on  learning  of  language, 
i6f. 

Curriculum,  at  Burlington,  66-68; 
at  Upper  Springfield,  108-9;  at 
Bacon  Academy,  1 54ff . ;  at  Eld- 
ridge’s  Hill,  160;  at  Haddonfield, 
i69f. ;  at  Evesham,  189;  at  West- 
town,  327-8;  elementary,  323!.;  the, 
315-328,  376. 

Dancing,  prohibited,  21. 

Day,  Stephen  M.,  170-3. 

Decline,  of  schools,  in  Burlington 
Quarter,  116-7;  in  Evesham,  193;  in 
Medford,  207-8;  214;  in  Haddon¬ 
field  Quarterly  Meeting,  230-1. 

Donations,  35off. 

Dymond,  J.,  on  education  of  poor, 
239ff- 

Earl,  J.  T.,  teacher  at  Upper  Spring- 
field,  105. 

East  Branch  School,  86ff. 


Easton  School,  194ft. 

Education,  early  efforts  to  establish, 
iff;  constitutional  provision  for, 
lacking,  5;  according  to  community’s 
choice,  6;  practical,  urged  by  Penn, 
Fox,  and  others,  8ff. 

Educational  Legislation,  in  1682,  2; 
in  East  New  Jersey,  2 ;  at  low  ebb,  3; 
358-362. 

Eldridge’s  Hill  Boarding  School,  158L 

Elementary  education,  encouraged  by 
the  Society  of  Friends,  18. 

English  government,  attitude  towards 
education,  3L 

Equipment,  for  schools,  312. 

Evening  Fireside,  The,  172. 

Evesham  Monthly  Meeting,  18 iff.; 
decline  of  schools,  193!. 

Evesham  Preparative  Meeting,  182; 
plan  for  permanent  school  at,  183. 

Examples  of  Youthful  Piety,  333. 

Fees,  108-9,  354-5. 

Female  School,  rules  for,  at  Wood¬ 
bury,  146;  at  Evesham,  189. 

Fixed  income,  importance  of,  341. 

Fox,  on  educational  aims,  8;  on  educa¬ 
tion  for  poor,  238;  on  welfare  of 
Indians  and  Negroes,  266. 

Frankesche  Stiff ungen,  232. 

Free  School  System,  for  Friends’ 
children,  recommended,  33. 

Free  Schools,  of  Woodbridge,  Trustees 
of,. incorporated,  5. 

French,  taught,  67. 

Friendly  Institution  of  Burlington,  246. 

Friends’  schools,  decline  of,  363;  union 
of,  at  Moorestown,  N.  J.,  225. 

Funds,  raised  for  Negro  education, 
278L ;  for  work  among  Indians,  286L 

General  superintendent,  need  for,  294. 

Girls,  admitted  to  Haddonfield  School, 
176;  put  out  to  apprenticeship,  263; 
schools  for,  323. 

Graded  School,  at  Salem,  131;  at 
Moorestown,  224;  314. 

Greek,  172,  328. 


INDEX 


Great  Egg  Harbor  and  Cape  May 
Monthly  Meeting,  i8of. 

Greenwich  Monthly  Meeting,  1 3 1  ff . ; 
distribution  of  children  in,  1 33f . 

Griffith,  John,  advice  on  education, 
I3f- 

Guardians  and  masters,  to  take  care  of 
children,  21. 

Griscom,  J.,  schoolmaster  at  Burling¬ 
ton,  246. 

Haddonfield,  Monthly  Meeting,  i63ff; 
Quarterly  Meeting,  i63ff. 

Hallowell,  B.,  teacher  at  Westfield,  226. 

Hardwick,  53. 

Hartford  School,  204. 

Hart’s  Class  Book  of  Prose ,  326. 

“Heathenish”  books,  reading  of,  dis¬ 
couraged,  21. 

Higher  Education,  attitude  of  Quakers 
towards,  I5ff. 

Home,  provided  that  teachers  might  be 
more  permanent,  304. 

Increase  of  Friends’  Schools,  in  Chester 
Monthly  Meeting,  224. 

Indians,  care  for,  181;  care  and  educa¬ 
tion  of,  266-28 7;  treatment  of,  dis¬ 
cussed  in  the  Concessions  and  Agree¬ 
ments,  283;  welfare  of,  urged  by 
Fox,  266;  dealings  with,  373. 

Infant  Schools,  233. 

“Inferior  Races,”  care  and  education  of, 
266-287. 

Investments  and  Properties,  income 
from,  356-7. 

Kingwood  Monthly  Meeting,  5  iff. 

Lancasterian  System,  232. 

Lands,  to  be  purchased  fairly  from 
Indians,  285. 

Latin,  67,  68,  315L,  328. 

Laws,  Public  School,  358ff. 

Lectures,  illustrated,  223. 

Legacies,  a  form  of  school  support,  70, 
79,  103,  149,  i68f.,  197,  217,  35off.; 
given  to  educate  Negroes,  281. 


395 

Libraries,  mentioned  336L;  maintained 
by  meetings,  135. 

Library  Association,  327. 

Licensing  of  teachers,  5;  obligatory, 
360. 

Little  Egg  Harbor  Monthly  Meeting, 
H3ff. 

Loans  for  educational  uses,  355. 

Local  control,  294!!. 

Lower  Evesham  School,  188,  194. 

Lunches,  provided  at  school,  224. 

Mandeville,  quoted,  233. 

Mansfield  Preparative  Meeting  School, 
no. 

Manual  Labor  Institutions,  29. 

Manumission  of  slaves,  urged,  274ff . ; 
members  refusing  to  manumit  slaves, 
released  from  Society,  276L 

Master’s  dwelling,  69,  77,  184. 

Matinicunk,  Island  of,  to  be  for  educa¬ 
tional  purpose,  2. 

Maurice  River  Monthly  Meeting,  136L 

Medford,  Monthly  Meeting,  20off.; 
school,  213;  reestablished,  214. 

Mendham,  53. 

Mickle,  Samuel,  influential  in  Wood¬ 
bury  school  affairs,  140. 

Midweek  meeting,  attendance  of  school 
children  at,  144,  148. 

Moorestown,  Elementary  School,  220; 
High  School  221;  union  of  Friends’ 
schools  at,  225;  Academy,  219. 

Mount,  The,  96L 

Moral  education,  urged,  21. 

Mount  Holly  Monthly  Meeting,  93ff.; 
school  established,  94;  school  closed, 
96. 

Murray,  L.,  author  of  favorite  text¬ 
books,  22,  29. 

Murray’s  Introduction,  320;  books, 
preferred,  321;  English  Reader,  322; 
English  Exercises,  325;  English  Gram¬ 
mar,  329;  Sequel,  332. 

Music,  prohibited,  21. 

National  Society,  234. 


39<> 


INDEX 


Needlework,  323. 

Negroes,  education  of,  169,  177;  care 
for,  at  Salem,  I26f.;  at  Haddon- 
field,  177;  care  and  education  of, 
266;  287;  concern  for  welfare  of, 
urged  by  Fox,  266;  concern  for,  by 
Woolman,  266f.;  welfare,  377;  manu¬ 
mitted,  274ff.;  families  visited,  275; 
religious  meetings  held  for,  278f. 

Negro  School,  at  Philadelphia,  107; 
at  Salem,  12 1. 

New  England,  influence  of,  on  educa¬ 
tional  legislation,  2f. 

New  Jersey,  early  settlement  and 
divisions,  1. 

Newton  Meeting,  163,  177. 

North  Hampton  School,  203. 

Northern  School,  204,  207. 

Objections  to  Law  of  1846,  360. 

Old  Springfield  School,  75ff. 

Organization,  288,  314. 

Orphans,  early  provisions  for  their 
education,  2. 

Parrish,  Edward,  on  Quaker  education, 
18. 

Pauper  Education,  purposes  of,  233L; 
discussed  by  various  leaders,  235- 
241 ;  success  of  various  local  meetings 
243-253. 

Penn,  Wm.,  purchases  New  Jersey,  1 ; 
views  on  education,  8-9;  on  educa¬ 
tion  of  the  poor,  239. 

Permanent  funds,  effort  to  establish, 
341;  plan  for,  at  Salem,  341L; 
at  Haddonfield,  344;  at  East  Branch, 
344;  at  Upper  Springfield,  345;  at 
Chesterfield,  346;  at  Evesham,  347; 
at  Pilesgrove,  347. 

“Pernicious  Books,”  avoided,  136; 
banned,  317. 

Philanthropic  education,  232!?.,  372. 

Phipps,  Joseph,  on  education,  14L 

Pietism,  in  education,  234. 

Pilesgrove  Monthly  Meeting,  I52ff. 

Pine  Grove  School,  187,  207-21 1 

Plays,  etc.,  prohibited,  21. 


Poor,  cared  for  and  schooled,  38; 
legacy  for  schooling,  48;  schooled, 
92;  supported,  1 1 3 ;  educated,  132, 
136,  153,  203;  efforts  to  educate, 
232ff.;  education  of,  urged  officially, 
24 iff.;  success  of  local  meetings  in 
education  of,  24iff.;  answers  to 
fifth  query  regarding,  246;  public 
stocks  to  be  raised  for,  258,  342; 
opposition  to  education  of,  233. 

Powell,  Thomas,  agreement  with,  at 
Burlington,  58. 

Printing,  to  be  licensed,  3. 

Private  Quaker  schools,  mentioned, 

I58ff. 

Prohibitions,  21. 

Property  damage,  to  be  made  good  by 
offenders,  31 1. 

Proprietors,  purchase  New  Jersey,  1. 

Protest,  on  repeal  of  Section  12,  law  of 
1846,  367. 

Public  Funds,  received  for  support  of 
Friends’  Schools,  147,  197,  366; 
opposition  to  withdrawal  of,  130, 
156L 

Public  schools,  to  be  avoided,  31;  pre¬ 
ferred,  42;  competition  of,  68,  72, 
135,  177- 

Public  School  Fund,  352ff. 

Public  school  trustees,  lease  Quaker 
schools,  75,  82,  125,  144,  148,  150L, 
157,  162,  229. 

Puritanism,  in  education,  234. 

Purpose  of  Education,  in  accord  with 
tendencies  of  the  day,  8;  according  to 
views  of  Penn,  Fox  and  others,  8ff.; 
religious,  374. 

Quakers,  in  New  Jersey  at  close  of 
17th  century,  6;  where  located,  7; 
attitude  towards  establishment  of 
colleges,  4. 

Quaker  Schools,  leased  to  public,  75,  82, 
125,  144,  148,  150L,  157,  162,  229; 
converted  into  public  schools,  366ff.; 
rise  and  decline  of,  376L;  function 
performed  by,  in  New  Jersey,  377. 


INDEX 


397 


Ragged  Schools,  233. 

Rahway  Friends’  Select  School,  adver¬ 
tised,  49. 

Rahway  and  Plainfield  Monthly  Meet¬ 
ing,  45ft. 

Rancocas,  school  at,  68ff. 

Realism,  stressed  by  Penn,  8-9; 
stressed  in  official  suggestions,  19; 
in  19th  century,  27;  in  curriculum, 
315,  324ft.,  372,  375. 

Religious  Education,  urged  by  Quaker 
leaders,  8ft.,  3 if. 

Religious  meetings,  held  for  Negroes, 
278L 

Removal,  certificates  of,  262. 

Repeal  of  Section  12,  law  of  1846, 
opposition  to,  377. 

Rules  for  the  conduct  of  schools,  87, 
91,  99,  100,  107-8,  145,  186,  222-3, 
295ft.,  299,  31  of. 

Rum  selling,  to  Indians,  advised 
against,  284. 

Rutgers  College,  4. 

Salaries,  of  teachers,  305. 

Salem  Monthly  Meeting,  n8ff.;  new 
school  erected  at,  I28f. ;  decline  of 
school,  i3of.;  protests  against  repeal 
of  Section  12,  130. 

Salem  Quarterly  Meeting,  1 1 8ft. 

School  control,  288-314. 

School,  kept  in  meeting  house,  85,  187, 
309- 

Schools,  advice  of  meeting  on  establish¬ 
ment  of,  25;  difficulties  in  the  way  of 
establishing,  28,  32;  decline  of,  36-7. 

Schools,  kinds  of,  313b 

School  fund,  account  book,  62 ;  es¬ 
tablished,  86;  plan  for,  at  Mount 
Holly,  95;  at  Salem,  120;  at  Wood¬ 
bury,  1 38ft. ;  at  Rahway  and  Plain- 
field,  46-7;  lower  meetings,  en¬ 
couraged  to  establish,  60;  at  Upper 
Springfield,  I02f. 

Schoolhouses,  kind  of,  309f. 

School  learning,  not  essential  to  Chris¬ 
tianity,  I4f. ;  but  not  discouraged,  18. 


School  sanitation,  228,  31  if. 

School  support,  95,  161,  i68f.,  197,  201, 

217,  340-357,  375- 

School  term,  length  of,  313. 

Science,  at  Westtown,  327L 

Scientific  lectures,  327. 

Section  12,  Law  of  1846,  condemned, 
361;  repealed,  361;  objections  to 
repeal  of,  361  f. 

Select  Reader,  Number  III,  330. 

Select  Schools,  urged,  30. 

Senecas,  work  among,  285L 

Separation,  effect  on  schools,  70L, 
128,  134,  206,  217,  218,  226. 

Servants,  provisions  concerning,  by 
law,  257L 

Settlers,  type  of,  in  early  New  Jersey,  6. 

Shrewsbury  Monthly  Meeting,  42ft. 

Shrewsbury  Quarterly  Meeting,  38ft.; 
unable  to  meet  standards  of  yearly 
meeting,  40;  starts  subscription,  41. 

Six  Nations,  efforts  of  Friends  to  re¬ 
lieve,  285. 

Slave  holding,  meetings’  attitude 
against,  269ft. 

Society  of  Friends,  no  objection  to 
privileges  of  the,  360. 

S.  P.  C.  K.,  232. 

S.  P.  G.,  232. 

State  School  fund,  5;  beginning  of, 
358ft- 

State  Schools,  transition  to,  358-370; 
vs.  church  schools,  362ft. 

Stony  Brook,  90ft.;  close  of  school,  93. 

Summer  School,  taught  by  women,  310. 

Sunday  School  Movement,  232;  at 
Woodbury,  253. 

Superintendent, general,  for  schools,  35. 

Superintendent  of  Public  Instruction, 
360- 

Support,  of  schools,  by  permanent 
funds,  86,  120ft .,  138ft.,  152,  167L, 
187,  199,  201,  2i6f.;  various  means 
of,  340. 

Teachers,  difficult  to  obtain,  174, 
187;  character  of,  3o8f.,  374;  se- 


398 


INDEX 


cured  through  Philadelphia  Meeting, 
27,  104,  299;  persons  encouraged  to 
become,  34,  247;  secured  by  news¬ 
paper  advertisement  1 34,  302 ;  source 
of  374;  usually  local  products,  301; 
salaries,  305 ;  duties  of,  3o6f . ;  tenure 
of,  3o6f.;  agreements  with,  49,  58,  91, 
104,  106-7,  186;  limited  by  rules  of 
committee  or  trustees,  299P;  other¬ 
wise  employed,  304. 

Tenure  of  Teachers,  150,  19 1,  198, 
306f.,  374- 

Term,  length  of,  198,  230. 

Textbooks,  carefully  selected,  22; 
greater  uniformity  urged,  29;  by 
S.  M.  Day,  170-3;  list  of  those 
mentioned,  331;  328-339. 

Transition  to  state  schools,  358-70, 
3  77- 

Trenton  Preparative  Meeting,  84ff. 

Trustees  of  schools,  rules  to  govern, 
139;  duties  of,  299P;  remissness  of, 
301. 

Tuke,  H.,  educational  ideas  of,  I2f. ; 
on  education  of  ministers,  17. 

Tutorial  education,  preferred  by  Penn, 
10. 

Uniformity  of  texts  sought,  319. 

Upper  Freehold,  mff. 

Upper  Greenwich  Monthly  Meeting, 
I48ff. 

Upper  Penn’s  Neck,  1 6 1  f . 

Upper  Springfield,  Monthly  Meeting, 
98ff.;  report  on  schools  at,  26-7. 


Vincentown,  97. 

Visitation  of  schools,  88,  135,  151,  166, 

175,  189-90,  195,  202,  214,  223,  228, 
30of. ;  reports  on,  301. 

Visiting  teacher,  35,  151. 

Westfield,  Preparative  Meeting,  225ff. ; 
school,  217. 

Westtown,  Boarding  School,  47,  126, 

176,  181,  327,  347f. 

Women,  employed  as  teachers,  88, 
109,  135,  144,  190,  198,  227-8;  on 
school  committees,  hi,  134,  156, 
222,  297;  salaries  of,  teachers,  305U 

Woodbury,  Monthly  Meeting,  I37ff.; 
school  accounts,  142;  School,  166; 
First  Day  School,  253ff.;  books  at, 
catalogued,  335. 

Woolman,  J.,  views  on  education, 
nf.;  on  keeping  slaves,  266f. ;  on 
education  of  the  poor,  236ft. 

Woolwich  Preparative  Meeting,  160. 

Yearly  Meeting,  advices  concerning 
“guarded  religious  education,”  19; 
urges  education,  22ft.;  functions 
advisory,  288ft.;  collected  and  dis¬ 
seminated  information,  292T;  began 
visitation  of  schools,  293. 

Youths’  Meetings,  for  proper  educa¬ 
tion  of  youth,  19P;  discontinued,  20, 
80,  164. 


INDEX  OF  NAMES 


Abbott,  William,  12 1,  346. 

Acton,  Clement,  129. 

Allen,  Hope,  142. 

Allen,  John,  142. 

Allen,  Martha,  63. 

Allen,  William,  149. 

Allinson,  Bernice,  63,  68. 

Allinson,  Samuel,  59,  183,  186,  246. 
Allinson,  Samuel,  Jr.,  83. 

Andrews,  Elizabeth  I.,  291. 
Andrews,  Isaac,  202. 

Andrews,  Samuel,  247. 

Ashead,  Amos,  208. 

Atherton,  Charles,  63. 

Atherton,  Henry,  63. 

Atkinson,  Caleb,  189. 

Atkinson,  Ellen,  191. 

Atkinson,  John,  95. 

Atkinson,  Samuel,  198. 

Atkinson,  Thomas,  5 7,  261. 
Atkinson,  William,  57,  95,  261. 
Austin,  Caleb,  183,  188. 

Austin,  Nathan,  197. 

Bacon,  Ann,  132. 

Bacon,  David,  155,  347. 

Bacon,  Elizabeth,  176. 

Bacon,  Hannah,  307. 

Bacon,  Sarah,  134. 

Baker,  Anna  M.,  354. 

Ballenger,  Esther,  336. 

Ballinger,  Isaac,  166,  188. 

Ballinger,  Job,  205. 

Ballinger,  Levi,  188,  189. 

Ballinger,  Thomas,  Jr.,  183. 
Bancroft,  7. 

Banks,  John,  15. 

Barber,  Thomas,  264. 

Barclay,  Robert,  4,  15,  16,  17,  37. 
Barnes,  John,  120,  122,  152,  347. 
Barry,  Samuel,  307. 


Bartlet,  Nathan,  114. 

Bartlet,  Nathan,  Jr.,  114. 

Barton,  John,  188. 

Barton,  Mary,  156,  188. 

Barton,  Thomas,  161. 

Barton,  Uriah,  188. 

Bassett,  Elisha,  129. 

Bassett,  Joseph,  121. 

Bassett,  Joseph,  Jr.,  128. 

Beck,  Anne,  263. 

Beckett,  William,  149. 

Bedford,  Abigail,  191. 

Belcher,  Governor,  4. 

Bellange,  Aaron,  114. 

Bellange,  Thomas,  114. 

Bellers,  John,  15,  235. 

Benezet,  Anthony,  10,  11,  24,  37,  238, 
267. 

Bennett,  Titus,  104,  299,  302,  308. 
Bennett,  Louise,  109,  (Luisa?),  308. 
Bills,  Thomas,  281. 

Bishop,  Job,  95. 

Bishop,  William,  57,  97,  309. 

Bispham,  Thomas,  95,  249. 

Black,  Edwin,  78. 

Boggs,  Francis,  179. 

Bolton,  Edward,  21 1. 

Bolton,  Jonathan,  163. 

Bond,  Jesse,  129,  203. 

Bond,  Thomas  H.,  307. 

Boone,  Thomas,  5. 

Booth,  William,  135. 

Borton,  Abigail,  199. 

Borton,  Amy,  192. 

Borton,  Anna,  161. 

Borton,  Elizabeth,  191. 

Borton,  Isaac,  182,  208. 

Borton,  Job,  188. 

Borton,  John,  196,  351. 

Borton,  John  G.,  355. 

Borton,  Joseph,  189,  199,  307. 

399 


400 


INDEX  OF  NAMES 


Borton,  O.,  197. 

Borton,  Pemberton,  193. 
Borton,  Rachel,  308. 

Boston,  O.,  353. 

Bowne,  H.  H.,  48. 

Braddock,  Barzillai,  201,  202. 
Braddock,  Elizabeth,  214. 
Braddock,  Hannah,  214. 
Braddock,  Job,  213. 

Braddock,  Robert,  200. 
Braddock,  William,  213. 
Bradshaw,  Daniel,  307. 
Bradway,  Edward,  282. 
Bradway,  Mary,  135. 

Bradway,  Rebecca,  135. 
Bramin,  Cornelius,  200. 

Broadle,  John,  176. 

Brotherton,  Henry,  53. 

Brown,  Abraham,  59,  249. 
Brown,  Charles,  307. 

Brown,  Clayton,  199. 

Brown,  Cleayton,  286. 

Brown,  David,  139,  166. 
Brown,  Isaac,  209. 

Brown,  John,  253,  275. 

Brown,  John,  P.,  307. 

Brown,  Joseph,  245. 

Brown,  Sarah,  W.,  307. 
Browne,  Elizabeth,  48. 
Buckman,  Benjamin,  19 1. 
Buckman,  Elizabeth,  199. 
Buckman,  Jacob,  199. 

Budd,  James,  261. 

Budd,  Thomas,  15,  235,  238. 
Bull,  Nathaniel,  63. 

Bullock,  E.  R.,  307. 

Bullock,  Edward,  19 1,  250. 
Bullock,  Joseph,  98. 

Bullock,  Joshua,  300. 

Bunting,  Isaac,  59. 

Bunting,  Samuel,  83,  248,  354. 
Burr,  Barzillai,  95. 

Burr,  Henry,  94. 

Burr,  Joseph,  94. 

Burr,  Lucy,  199. 

Burr,  William,  19 1. 

Burrough,  William,  226. 


Burroughs,  Samuel,  208. 
Busby,  Abel,  63. 

Busby,  Joseph,  59. 

Buxby,  (Buzby?),  Joseph,  286. 
Buzby,  Edith,  199. 

Buzby,  Hannah,  351. 

Buzby,  Howard,  70. 

Buzby,  Joseph,  275. 

Buzby,  Mark,  199. 

Buzby,  Mary,  199. 

Buzby,  Thomas,  275. 

Byllynge,  1. 

Caley,  Margaret,  157. 
Carpenter,  John  Moore,  281. 
Carpenter,  Preston,  262. 
Carpenter,  Thomas,  263. 
Carpenter,  William  ,121,  286. 
Carr,  Caleb,  58. 

Carr,  Isaac,  95. 

Carr,  Samuel,  95,  312. 

Carteret,  1. 

Cattell,  Jonas,  216. 

Cawley,  William,  154. 

Cawood,  Thomas,  264. 
Chapman,  Ambrose,  190,  191 
Churchman,  John,  272. 

Clair,  Joseph,  196. 

Claridge,  Richard,  15. 

Clark,  George,  253. 

Clark,  I.,  253. 

Clark,  Joseph,  63. 

Clark,  Thomas,  149. 

Clarke,  Benjamin,  92. 

Clarke,  David,  92,  248. 

Clarke,  Elisha,  92. 

Clarke,  J.  O.,  92. 

Clifton,  William,  52. 

Coleman,  Anastacy,  142. 
Coleman,  Edward,  142. 
Coleman,  Elizabeth,  297. 
Coleman,  Nathaniel,  245. 
Coleman,  Samuel,  84. 

Coles,  Charles,  179. 

Coles,  Job,  196. 
Collins/Clayton,  190. 

Collins,  Francis,  57,  261. 


INDEX  OF  NAMES 


401 


Collins,  Isaac,  317. 

Collins,  Job,  182,  188,  200,  201. 
Collins,  John,  182,  187,  205,  216. 
Collins,  Mark,  90. 

Collins,  Rhoda,  199. 

Collins,  Thomas,  64. 

Colson,  George,  120,  264. 

Combs,  Ezekiel,  354. 

Comfort,  Ellis,  191. 

Conley,  Ethan,  308. 

Conrow,  Elizabeth,  198. 

Coom,  Mary,  312. 

Cooper,  David,  139,  166,  279,  291. 
Cooper,  Edward,  149,  150. 
Cooper,  Hannah,  291. 

Cooper,  Howard,  180. 

Cooper,  James,  137,  177. 

Cooper,  Mary,  192. 

Cooper,  William,  147. 

Copland,  Ambrose,  46. 

Copperth waite,  Thomas,  265. 
Corlies,  Peter,  44. 

Cornbury,  Lord,  1,  3. 

Cottell,  Jonas,  187. 

Cowperthwait,  Ann,  187. 
Cowperthwait,  Hugh,  187. 
Cowperth waite,  Elizabeth,  144. 
Cowperthwait,  Job,  187. 
Cowperth  waite,  Job,  185. 
Cowperthwait,  Rebceca,  214. 

Cox,  Elizabeth,  300. 

Cox,  John,  63,  262. 

Cox,  John,  Jr.,  286. 

Cox,  Joseph,  300. 

Craft,  Edwin,  150,  308. 

Craft,  George,  21 1,  212. 

Craft,  Hannah,  88,  305. 

Craft,  Isaac,  48,  353. 

Craft,  Mary,  305. 

Craft,  Samuel,  248,  344,  354,  356. 
Crouch,  William,  15,  16. 

Curtis,  John,  no. 

Dalrymple,  E.  L.,  52. 

Daniel,  James,  281. 

Darnell,  Ann,  191. 

Darnell,  David,  190. 


Darnell,  Isaac,  210. 

Davis,  Benjamin,  21 1,  212,  213. 
Davis,  Jacob,  152,  347. 

Davis,  James,  147. 

Davis,  Josiah,  154. 

Davis,  Mary,  156. 

Day,  Stephen,  170,  172. 

Deacon,  Benjamin,  63,  65. 

Deacon,  George,  63. 

Decou,  Joseph,  84. 

Decou,  Peter,  85,  90. 

Decou,  Samuel,  85,  90. 

Devenport,  (Davenport?),  Francis, 
247. 

Dewsbury,  William,  15. 

Diilwyn,  George,  58. 

Dilwyn,  George,  70,  352. 

Dockwra,  6. 

Domell,  Edward,  183. 

Doran,  Wm.  J.,  307. 

Doughty,  Jacob,  263. 

Dubball,  Mary,  73. 

Dudley,  Elizabeth,  197. 

Dudley,  John,  193. 

Earl,  J.  Tucker,  104,  105,  308. 

Earl,  Michael,  109. 

Earl,  Tanton,  94,  98. 

Earl,  Thomas,  98,  103,  109,  248. 
Eastlack,  Sarah,  199. 

Eddy,  Lucy,  48. 

Edgeworth,  John,  91,  92. 

Edwards,  Ann,  217. 

Eldridge,  Abigail,  193,  199. 

Eldridge,  Isaac,  152,  347. 

Eldridge,  Rachel,  199. 

Elkinton,  George,  59. 

Elkinton,  Joseph,  285. 

Elliott,  Maria,  128. 

Ellis,  John,  98. 

Ellis,  Peter,  59,  98. 

Ellis,  Samuel,  70. 

Emley,  Robert,  98. 

Emlin,  Susanna,  297. 

Endicott,  William,  199. 

Engle,  Abraham,  186,  188. 

Engle,  Asa,  161. 


402 


INDEX  OF  NAMES 


Engle,  Ezra,  199. 

Engle,  John,  188,  194,  195,  196,  351. 
Engle,  Joseph,  154. 

Engle,  Nathan,  199. 

Engle,  Obadiah,  196,  197,  351. 

Engle,  Patience,  189. 

Engle,  Rebecca,  19 1. 

Engle,  Robert,  188,  199. 

Engle,  Sarah,  199. 

Engle,  Susanna,  199. 

Enochs,  Thomas,  59. 

Estlack,  (Eastlack?)  Anna,  199. 

Evans,  Elizabeth,  196. 

Evans,  Enoch,  188,  208. 

Evans,  Jacob,  210. 

Evans,  Joel,  21 1. 

Evans,  John,  182,  188,  196,  210. 
Evans,  Joseph,  (Evens?),  176,  207, 
208,  209. 

Evans,  Joshua,  166. 

Evans,  Josiah,  191,  198. 

Evans,  Lewis,  84. 

Evans,  Rebecca,  207. 

Evans,  Samuel,  187,  210. 

Evans,  Thomas,  174,  210,  333. 

Evans,  William,  226. 

Farmer,  Abigail,  142. 

Farmer,  Cupid,  142. 

Field,  Benjamin,  58. 

Field,  Elijah,  344. 

Flitcraft,  Allen,  158. 

Flitcraft,  Isaac,  307. 

Fogg,  Charles,  265. 

Folwell,  William,  178. 

Forsythe,  Matthew,  83. 

Forsythe,  Edward,  327. 

Forsythe,  Joseph,  79,  80. 

Foster,  Asa,  354. 

Fothergill,  Samuel,  11,  238. 

Fox,  George,  8,  238,  259. 

Franklin,  William,  5. 

Freedland,  Jonas,  120,  121,  122. 
Freeman,  John,  142. 

French,  Robert,  187,  216. 

Friedland  (Freedland?),  Jonas,  263. 
Fry,  John,  15. 


Gardner,  John,  94,  96. 

Gaskill,  Charles,  308. 

Gaskill,  Josiah,  249. 

Gaskill,  Thomas,  98,  105,  277,  303. 
Gaunt,  Caroline,  161. 

Gaunt,  Eliza,  308. 

Gaunt,  John,  166. 

Gaunt,  Samuel,  161. 

Gause,  Ella,  49. 

Gibbons,  Caroline,  161. 

Gibbs,  Martin,  98. 

Gifford,  William,  114  115. 

Gill,  John,  166. 

Gillingham,  Hannah,  191,  192,  306. 
Glover,  Adeline,  63. 

Glover,  George,  63,  65,  67. 

Glover,  Rebecca,  192. 

Grange,  Matthew,  263. 

Griffith,  Benjamin,  38. 

Griffith,  John,  12. 

Griffiths,  James,  191. 

Griscom,  Andrew,  367. 

Griscom,  Benjamin,  128,  265. 

Griscom,  John,  63,  246. 

Grubb,  Robert,  63,  275. 

Guantt,  Uz,  104. 

Guerrier,  M.,  172. 

Gummere,  John,  68. 

Gummere,  Mary,  63. 

Gummere,  Martha,  63. 

Gummere,  Samuel,  64,  108,  308. 

Haines,  Abram,  188. 

Haines,  Amy,  19 1. 

Haines,  Anna,  307. 

Haines,  A.  S.,  199. 

Haines,  Barclay,  199. 

Hames,  Benjamin,  182,  188,  190,  192, 
208,  306. 

Haines,  David,  205. 

Haines,  Empson,  368. 

Haines,  Franklin,  B.,  304,  327,  355, 

357. 

Haines,  George,  352. 

Haines,  Henry,  190,  192. 

Haines,  Isaac,  21 1. 

Haines,  James,  307. 


INDEX  OF  NAMES 


403 


Hames,  Jessie,  63.  Hmchman,  Griffith,  307. 

Haines,  Job,  189.  Hinchman,  Isaac,  307. 

Haines,  John,  85,  188,  201,  208,  307.  Hollinshead,  Edmond,  187. 
Hames,  John,  Jr.,  208.  Hollinshead,  Jacob,  187,  216. 

Haines,  Joseph,  188,  196,  199,205,307,  Hollinshead,  Rebecca,  214. 


35i. 

Haines,  Joshua,  191,  208,  209. 
Haines,  Kezia,  191. 

Haines,  Mary,  199. 

Haines,  Noah,  183. 

Hames,  Pri cilia,  307. 

Haines,  Samuel,  192. 

Haines,  Simeon,  114. 

Haines,  Stacy,  188. 

Haines,  Susan,  71. 

Haines,  William,  149,  150,  188,  307 
Hall,  Clement,  286. 

Hallock,  Aaron,  114. 

Hallowell,  Benjamin,  226. 

Hance,  Isaac,  40,  45. 

Hancock,  Beulah  P.,  307. 

Hancock,  Joseph,  75,  78,  304. 
Hancock,  Rachel,  135. 

Hancock,  Wm.  C.,  304. 

Hankins,  Charles,  307. 

Harned,  Phebe,  49. 

Harris,  Jane,  308. 

Hartshorne,  Isabel,  281. 
Hartshorne,  Richard,  253. 
Hartshorne,  Sarah,  44. 

Hartshorne,  William,  40. 

Harvey,  John,  59. 

Hause,  (Hanse?),  Isaac,  263. 
Haydock,  James,  40. 

Haydock,  John,  264. 

Hedges,  Samuel,  275. 

Heminway,  James,  191. 

Heritage,  Benjamin,  150,  308. 
Heritage,  Charles,  150. 

Hewes,  Aaron,  166. 

Hewlings,  Lydia,  188. 

Hewlings,  William,  188. 

Hilliard,  Isaac,  277. 

Hilliard,  Samuel,  277. 

Hilliard,  Thomas  I.,  367. 

Hilyard  (Hilliard?),  Jonathan,  245. 
Hinchman,  Eliza,  63. 


Holme,  Benjamin,  15. 
Hopkins,  John,  279. 
Hopkins,  Sarah,  168,  350. 
Horner,  Isaac,  103,  247. 
Horner,  John,  247. 

Hoskins,  John,  58,  59,  262. 
Howell,  Margaret,  263. 
Hulme,  James,  250. 

Hunt,  Abigail,  191. 

Hunt,  David,  19 1. 

Hunt,  John,  182. 

Hunt,  Joshua,  182,  187,  216. 
Hurley,  Daniel,  281. 

Hurley,  Denis,  253. 
Hutchinson,  George,  261. 

Inskeep,  Samuel,  336. 

Jeanes,  Samuel,  180. 
Jennings,  Governor,  2. 
Jessup,  John,  139,  188. 
Jessup,  Mary,  190. 

Jessup,  William,  190. 

Jones,  Elizabeth,  137. 

Jones,  Job,  249. 

Jones,  John,  191 . 

Jones,  Joseph,  175. 

Jones,  Rowland,  96. 

Joyce,  Margaret,  197,  35 

Kay,  Wm.  E.,  307. 

Keen,  Abraham,  142. 

Keen,  Christian,  142. 

Keen,  Samuel,  142. 

Kester,  R.  Anna,  161. 
Kimble,  Daniel,  357. 

Kimble,  John,  196. 

Kimble,  Joseph,  356 
King,  Nathan,  253. 

Kite,  Lydia,  176. 

Kite,  Rebecca,  199. 

Knight,  Jacob,  71. 


404 


INDEX  OF  NAMES 


Laing,  John,  38,  264. 

Laing,  Joseph,  281. 

Lamb,  Benjamin,  R.,  354. 

Landis,  Louisa,  63. 

Lawrence,  Alice,  44. 

Lawrence,  Richard,  96,  249. 

Lawrie,  Joseph,  346. 

Lawrie,  Thomas,  248. 

Leeds,  Noah,  129. 

Lewis,  Emily,  308. 

Lewis,  Solomon,  W.,  307. 

Lippincott,  Benjamin,  191. 

Lippmcott,  Caleb,  129. 

Lippincott,  Chalkley,  155. 

Lippincott,  Charles,  226. 

Lippincott,  Grace,  133. 

Lippincott,  Henry,  199. 

Lippincott,  Joshua,  183,  208. 
Lippincott,  Joseph,  197,  353. 
Lippincott,  Mary,  190. 

Lippincott,  Preston,  95. 

Lippincott,  Samuel,  147,  188,  208,282. 
Lippincott,  Solomon,  149,  279. 
Lippincott,  Thomas,  188,  208. 
Lippincott,  Wilham,  191,  192,  306. 
Lishman,  Hannah,  199. 

Lishman,  Jacob,  191. 

Livzey,  (Livezy?),  Moses,  197. 

Logan,  James,  4. 

McVaugh,  Mayberry,  63,  65. 

Man,  Charles,  142. 

Maps,  David,  114. 

Marsh,  Mordecai,  46. 

Marshall,  James,  263. 

Martmdale,  Isaac,  179. 

Mason,  James,  196. 

Mason,  John,  132. 

Mason,  Joshua,  188,  194. 

Mason,  Samuel,  281. 

Mathis,  Eli,  114. 

Matlack,  Beulah,  199. 

Matlack,  Joseph,  188,  226. 

Matlack,  Reuben,  187,  216. 

Matlack,  William,  185,  187,  216. 
Matlock,  Seth,  147. 

Matson,  Amy,  156. 


Matson,  Benjamin,  142. 

Matson,  Elias,  142. 

Mattack,  Chalkley,  73. 

Mathison,  H.  A.,  154. 

Mekeel  (?),  Caleb,  253. 

Mendenhall,  Jonathan,  308. 

Merritt,  Abram,  96. 

Mickle,  George,  149,  150,  307. 

Mickle,  Samuel,  140,  144,  149,  335 
Mickle,  William,  307. 

Middleton,  Joel,  83. 

Middleton,  Nathan,  83. 

Middleton,  Samuel,  356. 

Mifflin,  Joseph,  63. 

Miller,  Joseph,  133. 

Miller,  Margaret,  134. 

Moar,  (More?),  Bethuel,  194,  195 
Moar,  Cyrus,  194. 

Mooner,  John,  253. 

Moor,  Charles,  199. 

Moore,  Allen,  198. 

Moore,  Benjamin,  152,  347. 

Moore,  Bethuel,  188. 

Moore,  Burwood,  307. 

Moore,  Charles,  198. 

Moore,  Cyrus,  188. 

Moore,  Edward,  45. 

Moore,  Mary,  307. 

Moore,  Rachel,  157. 

Moore,  Samuel,  199. 

Moore,  Stacy,  197. 

Moore,  Zillah,  308. 

Morris,  Governor,  4. 

Morris,  Joseph,  249. 

Morris,  Stephen,  195. 

Mount,  Richard,  353. 

Murphy,  Prudence,  137. 

Murray,  Lindley,  22,  29. 

Needles,  John,  Jr.,  190,  191. 

Needles,  Lydia,  19 1. 

Newbold,  Caleb,  98,  103. 

Newbold,  Clayton,  98,  109,  no. 
Newbold,  Clayton  Jr.,  109. 

Newboid,  Joshua,  84,  286. 

Newbold,  Sarah,  59. 


INDEX  OF  NAMES 


405 


Newbold,  William,  102,  103,  104,  105, 
109,  249,  299,  303. 

Nicholson,  Rebecca,  128. 

Nicholson,  Samuel,  169,  352. 

Noble,  Joseph,  58. 

Noble,  Martha,  59. 

Nutt,  Mary,  285. 

Ogden,  Elmira,  I.,  308. 

Ogden,  Samuel,  147,  152,  307,  347. 
Olden,  Emley,  92. 

Olden,  Joseph,  92. 

O’Neal,  George,  103,  352. 

Owen,  Joshua,  200. 

Page,  Lucy,  196,  199. 

Pancoast,  David,  155,  156. 

Pancoast,  Joseph,  98,  99,  104. 
Pancoast,  Thomas,  59. 

Parker,  George,  40. 

Parker,  Sarah,  44. 

Parrish,  Edward,  18. 

Parry,  Hannah,  63. 

Paul,  Isabella,  307. 

Paul,  Jeremiah,  137. 

Paul,  Keziah,  142. 

Paul,  Mary,  A.,  307. 

Paul,  Samuel,  139,  149,  166,  279. 

Paul,  William,  229. 

Paxson,  Samuel,  85. 

Peacock,  Joshua,  202,  203. 

Peaslee,  Amos,  150. 

Pedrick,  (Peddrick?),  152,  162,  347. 
Peddrick,  Hannah,  162. 

Pedrick,  (Peddrick?),  Isaac,  120,  122, 
162. 

Peeche,  William,  244. 

Penn,  William,  1,  8,  37,  90. 

Pettit,  David,  367. 

Pharo,  Timothy,  114. 

Phipps,  Joseph,  14. 

Pickering,  Watson,  304,  357. 

Pierce,  Joseph,  63. 

Pike,  Joseph,  15. 

Pike,  Stephen,  63, 

Pine,  Elizabeth,  307. 

Pine,  William,  149. 


Porter,  Mary,  142, 

Potts,  Anna,  308. 

Powel,  (Powell?),  Joseph,  249. 

Powell,  Julianna,  199. 

Powell,  Sarah,  135. 

Powell,  Thomas,  58,  59. 

Prickett,  Ann,  199. 

(Prickitt?),  Job,  201. 

Quicksal,  Aron,  198. 

Raper,  Caleb,  244. 

Redman,  John,  12 1. 

Redman,  Samuel,  175. 

Redman,  Thomas,  168,  172,  279. 
Redmond,  John,  90. 

Reeve,  Elizabeth,  134. 

Reeve,  John,  262. 

Reeve,  Joseph,  120. 

Reeve,  Josiah,  207. 

Reeve,  Mark,  265,  282. 

Reeve,  Mary,  250,  307. 

Reily,  James,  212. 

Ridgway,  David,  59. 

Ridgway,  John,  95. 

Ridgway,  Joseph,  249. 

Ridgway,  Solomon,  59. 

Ridgway,  William,  59,  73,  245. 
Roberts,  Bathsheba,  189. 

Roberts,  Benjamin,  197,  198,  199. 
Roberts,  Charles,  106,  107,  303,  304, 
388. 

Roberts,  Elizabeth,  229. 

Roberts,  E.  E.,  199. 

Roberts,  George,  49,  50,  21 1,  212. 
Roberts,  Jacob,  190,  192,  199  209. 
Roberts,  Job,  198. 

Roberts,  John,  182,  208,  21 1,  216. 
Roberts,  Joseph,  216,  218. 

Roberts,  Joshua,  187. 

Roberts,  Josiah,  182,  217. 

Roberts,  Nathan,  197,  198. 

Roberts,  Rebecca,  63. 

Roberts,  Samuel,  195. 

Roberts,  (?),  Samuel,  216. 

Roberts,  Samuel,  Jr.,  216. 

Roberts,  Wiliiam,  187,  188. 


406 


INDEX  OF  NAMES 


Robins,  Ann,  156. 

Robins,  Hannah,  156. 

Robinson,  William,  38. 

Rockhill,  Samuel,  98. 

Rodman,  Thomas,  58. 

Rogers,  Joseph,  208. 

Rogers,  William,  183,  193,  194,  202. 
Ross,  Margaret,  13 1. 

Russell,  Henry,  35. 

Sailer,  Augustus,  308. 

Satterthwait,  Jacob,  83. 
Satterthwaite,  William,  Jr.,  344- 
Scarborough,  John,  272. 
Scattergood,  Thomas,  15. 
Schoolfield,  Thomas,  262. 

Schooly,  William,  38. 

Scott,  Barzillai,  95. 

Shackle,  Thomas,  163. 

Sharp,  Anthony,  249,  262. 

Sharp,  Benjamin,  142. 

Sharp,  Hannah,  142. 

Sharp,  Joshua,  21 1,  212. 

Sharp,  Rebecca,  137. 

Sharp,  Thomas,  163. 

Shea,  Daniel,  142. 

Sheppard,  Benjamin,  132. 

Sheppard,  Alary,  132,  134. 
Sheppard,  John,  132. 

Sheppard,  Richard,  174. 

Shinn,  Aquila,  95. 

Shinn,  Asa,  94,  275,  277. 

Shinn,  Benjamin,  307. 

Shinn,  Earl,  95. 

Shinn,  Peter,  249. 

Shinn,  Samuel,  96. 

Shinn,  Joseph,  84. 

Shottweil,  Daniel,  264. 

Shot  well,  Eleanor,  48. 

Shotwell,  Elijah,  253. 

Shotwell,  I.  R.,  48. 

Shotwell,  John,  40,  45,  264. 
Shotwell,  Joseph,  38. 

Shotwell,  Martha,  49. 

Shotwell,  William,  40. 

Shreve,  Caleb,  57. 

Shreve,  James,  103. 


Shourds,  Thomas,  129,  291. 

Shute,  Samuel,  188,  217,  351. 

Sloan,  Joseph,  169,  351. 

Smart,  Hannah,  123. 

Smith,  Aaron,  95,  249. 

Smith,  Andrew,  247. 

Smith,  Benjamin,  63,  264. 

Smith,  Charles,  129. 

Smith,  Daniel,  59,  63,  96. 

Smith,  Daniel  D.,  249. 

Smith,  David,  263. 

Smith,  Deborah,  297. 

Smith,  Hannah,  115,  156. 

Smith,  Henry,  212. 

Smith,  John,  286. 

Smith,  Jonathan,  115. 

Smith,  Joseph,  63,  97. 

Smith,  Margaret,  297. 

Smith,  Alartha,  297. 

Smith,  Mary,  176. 

Smith,  Richard,  12 1. 

Smith,  Robert,  63. 

Smith,  Robert,  Jr.,  286. 

Smith,  Thomas,  98. 

Smith,  William,  40,  45,  57. 

Smith,  W.  Lovet,  277. 

Snowden,  Isaac,  188. 

Solter,  Rachel,  44. 

Speakman,  Townsend,  107,  308. 
Stackhouse,  Joseph,  40. 

Stacy,  Robert,  2. 

Stanton,  Daniel,  272. 

Stephenson,  Camel,  (Cornwall?),  199. 
Stevenson,  Cornel  (Cornwall?),  313. 
Stevenson,  Cornwell,  (Cornwall?),  59. 
Stevenson,  Joshua,  191. 

Stevenson,  Nathan,  75. 

Stevenson,  Stacy,  75,  78. 

Stockton,  Job,  98. 

Stockton,  Samuel,  98. 

Stokes,  Barclay,  214. 

Stokes,  Charles  Jr.,  73- 
Stokes,  Isaac,  209. 

Stokes,  John,  212. 

Stokes,  Joseph,  226. 

Stokes,  Joshua,  205. 

Stokes,  Josiah,  147,  149. 


INDEX  OF  NAMES 


407 


Stokes,  Mary,  63,  68. 

Stokes,  William,  213,  214. 

Swain,  Gilbert,  78. 

Sykes,  Ann,  191. 

Sykes,  Anthony,  58. 

Sykes,  John,  272. 

Sykes,  Samuel,  299. 

Sykes,  Thomas,  104,  303. 

Sykes,  William,  308. 

Sylvester,  Anna,  160,  161. 

Tatem,  John,  139. 

Taylor,  Edward,  89,  227,  323,  354. 
Taylor,  Edward,  Jr.,  88,  354. 
Taylor,  George,  63,  65. 

Taylor,  James,  63,  65. 

Taylor,  Mary  Ann,  353. 

Taylor,  Sarah,  308. 

Thomas,  Solomon,  286. 

Thompson,  Alexander,  73 
Thompson,  Ann,  128. 

Thompson,  Casper,  126. 
Thompson,  Joseph,  132. 
Thompson,  Joshua,  134,  281,  302. 
Thompson,  Rebecca,  73,  265. 
Thorn,  Abraham,  264. 

Thorn,  Edward,  83. 

Thorn,  George,  248. 

Thorn,  Josiah,  21 1. 

Thorne,  Mary,  307. 

Thorne,  Thomas,  187. 

Thorne,  Wm.,  307. 

Thornton,  John,  191. 

Tilton,  Thomas,  40. 

Tomlinson,  Ann,  168,  350. 

Tonkin,  Samuel  139,  149. 

Troth,  Asahel,  179. 

Troth,  Sarah,  191. 

Tucker,  Benjamin,  63. 

Tuke,  Henry,  12,  17. 

Vail,  David,  40. 

Vannecomb,  William,  95. 

Wade,  Benjamin,  263. 

Wain,  Richard,  98. 

Walton,  Silas,  228. 


Ward,  George,  128,  129. 

Ward,  Isaac,  162. 

Warded,  Hannah,  44. 

Ware,  Elijah,  12 1. 

Warner,  Charles,  78. 

Warner,  J.  J.,  312. 

Warren,  John,  248. 

Warren,  Thomas,  323. 

Warrick,  Deborah,  193. 

Warrington,  Abraham,  217,  226. 
Warrington,  Elizabeth,  307. 
Warrington,  Henry,  188,  226. 
Warrington,  John,  187. 

Warrington,  Martha,  196,  199. 
Watson,  Betsy,  354. 

Watson,  William,  247. 

Weaver,  Elijah,  188. 

Webster,  John,  253,  264. 

Webster,  Hugh,  45. 

Webster,  Lawrence,  183,  201,  21 1. 
Welding,  John,  262. 

West,  George,  94,  95,  249. 

West,  John,  94. 

Wetherill,  Joseph,  63,  262,  275. 
Wheaton,  Margaret,  142. 

Whitall,  Joseph,  307. 

Whittail,  Job,  139. 

White,  Joseph,  95. 

White,  Rebekah,  95. 

White,  Robert,  346. 

White,  William,  166. 

Whitehall,  Janies,  Jr.,  279. 

Wilcox,  Joseph,  200,  201. 

Wilkins,  Charles,  21 1. 

Wilkins,  Henry,  199. 

Wilkins,  R.,  95. 

Wilkins,  Samuel,  199. 

Wilkins,  Sarah,  188,  196,  351. 

Wilkins,  William,  188,  194,  195,  196, 
351. 

Williams,  Elizabeth,  44. 

Williams,  Jesse,  191. 

Williams,  Phebe,  192. 

Willis,  John,  263. 

Willis,  Mary,  265. 

Wiilis,  Nathaniel,  264. 

Willis,  William,  45,  263. 


408 


INDEX  OF  NAMES 


Willits,  Jeremiah,  114. 

Willits,  John,  178. 

Willits,  Joseph,  248. 

Wills,  Aaron,  59. 

Wills,  Daniel,  312. 

Wills,  Samuel,  Jr.,  286. 

Wilson,  Joel,  49. 

Wisstar,  Rebecca,  131. 

Wistar,  Clayton,  123. 

Wistar,  John,  120,  122,  287. 

Wistar,  Josiah,  126. 

Wistar,  Richard,  126. 

Wood,  Henry,  48. 

Wood,  Jacob,  142. 

Wood,  John,  137. 

Wood,  William,  191. 

Woodnutt,  Jonathan,  128. 

Woolman,  Abraham,  154. 

Woolman,  James,  154,  156. 

Woolman,  John,  10,  11,  37,  236,  266f., 
272,  304. 


Woolman,  Jonah,  59. 

Woolman,  Samuel,  59,  275,  286. 
Woolstone,  John,  244. 

Wooly,  Samuel,  253. 

Worrall,  Peter,  59. 

Worrington,  (Warrington?),  Henry, 
199. 

Wright,  Caleb,  89. 

Wright,  Ebenezer,  98. 

Wright,  John,  80,  98,  305. 

Wright,  Samuel,  86. 

Wright,  Thomas,  92,  93,  248. 

Write,  Jonathan,  40. 

Wyatt,  Bartholomew,  263,  282. 

Yarnall,  Albert,  157. 

Zelley,  Clayton,  75,  78,  304. 

Zelley,  Daniel,  75,  78,  304,  354. 


. 


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